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All Journal AL ISHLAH Jurnal Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Abdidas INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
satriani, estika
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Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Enhancing EFL Students’ Writing Skill Through LSP (Learn Social Platform): A Case Of Indonesian Students Ahmad, Arimuliani; Satriani, Estika; Etfita, Fauzul; Alber
International Journal of Language Pedagogy Vol. 1 No. 1 (2021)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v1i1.25

Abstract

In the industry revolution 4.0 era, the Indonesian government also strives to socialize the education change to increase the quality and effort to build up the students of higher education learning style more autonomously. This research aimed to explore the effectiveness of using Learn Social Platform toward students’ writing skills and explore students’ perspectives of using this platform in one of the private universities in Riau, Indonesia. This research was a mixed-method approach. There are 38 undergraduate students as the sample of this research. The researchers used two kinds of instruments such as writing test for analyzing quantitative data and interview for qualitative data. The result showed that the use of this platform can give a significant effect on students’ writing skill which was revealed by students’ post-test was higher than pre-test. In addition, interview data reveal that students felt enthusiastic to use this platform because it is very helpful to increase their English skills which complete material and tasks. In a practical case, the students expected to get feedback as soon as possible on the same day from their lecturer.
EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course Satriani, Estika; Idayani, Andi; Pryanti Kadar, Destry
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

This research investigates intensive reading instruction at Universitas Islam Riau, Indonesia, using Moodle-based synchronous and asynchronous methods. The qualitative approach was carried out through classroom observation involving 67 students and conducting interviews with 10 students. The study found that students' reading skills enhanced  by engaging in virtual meetings and discussions during synchronous classes, while asynchronous learning allowed them to freely determine when and where to study, access educational resources such as YouTube, e-modules, some files related to materials, quizzes, and feedback. Besides that, various challenges during asynchronous learning such as students often becoming inactive on online screens, experiencing delays in receiving lectures, difficulty finding a location to improve stable internet connectivity, and inadequate access to computer devices, laptops, or smartphones that require installing and uninstalling applications repeatedly that interfere with their learning process. Challenges in asynchronous learning include difficulty understanding the learning material, excessive workload, and lack of motivation. The study recommends integrating both learning approaches for reading classes and other English classes by leveraging more of Moodle's available LMS features, as well as highlighting the importance of improving infrastructure such as stable internet and device compatibility.
Pendampingan Pemanfaatan Mobile Assissted Language Learning (MALL) untuk Meningkatkan Kemampuan Berbahasa Inggris Etfita, Fauzul; Elinur, Elinur; Yulianto, Yulianto; Ahmad, Arimuliani; Alber, Alber; Satriani, Estika
Jurnal Abdidas Vol. 6 No. 1 (2025): February 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v6i1.1113

Abstract

Di era digital, pemanfaatan teknologi dalam pembelajaran bahasa Inggris menjadi penting untuk meningkatkan keterampilan mahasiswa. Program ini bertujuan untuk mendampingi mahasiswa PIAUD Diniyyah Putri dalam menerapkan Mobile Assisted Language Learning (MALL) guna mendukung self-learning mereka. Kegiatan meliputi pelatihan, pendampingan, serta evaluasi penggunaan aplikasi MALL. Hasil menunjukkan bahwa pemanfaatan teknologi ini meningkatkan motivasi belajar, memperluas akses terhadap sumber belajar interaktif, serta membantu mahasiswa membangun kebiasaan belajar mandiri. Namun, tantangan seperti keterbatasan infrastruktur dan motivasi masih menjadi kendala utama. Oleh karena itu, pendampingan yang lebih intensif serta peningkatan akses terhadap teknologi dan sumber belajar yang berkualitas diperlukan agar program ini berkelanjutan dan lebih efektif dalam meningkatkan kemampuan bahasa Inggris mahasiswa.
Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course Satriani, Estika; Wahyuni, Sri; Etfita, Fauzul; Ahmad, Arimuliani; Novitri, Safriani
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3500

Abstract

The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned.  This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.
Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom Etfita, Fauzul; Wahyuni, Sri; Satriani, Estika; Asnawi, Asnawi; Yuliasma, Fermita
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3380

Abstract

Gamification is a learning approach that uses element from games to motivate students in the learning process and enhance feelings of enjoyment and engagement with the learning process This research aimed to investigate the students’ perception toward gamification as applied in English Language Education. This research was conducted at a private university in Riau, and the sample was 47 students of the sixth semester. This research used descriptive-quantitative approach, and the instrument is questionnaire. The questionnaire consists of 35 questions, divided into 7 indicators. The results of this study were processed quantitatively using the Likert scale formula. The result of this research indicates that students were dominant agreed with the 35 statements of 7 indicators about gamification. The research found that the 1st indicator agreed with index 68.65%, the 2nd indicator agreed with index 71.47%, the 3rd indicator agreed with index 68.65%, the 4th indicator agreed with index 67.16%, the 5th indicator agreed with index 71.1%, the 6th indicator agreed with index 71.7%, and 7th indicator agreed with index 70.8%. Therefore, gamification is a platform that suitable for teachers and students in the learning process, especially in learning English for specific purposes.
Co-Authors Ahmad, Arimuliani Alber Alber, Alber Asnawi Asnawi Elinur, Elinur Etfita, Fauzul Idayani, Andi Novitri, Safriani Pryanti Kadar, Destry Sri Wahyuni Yulianto Yulianto Yuliasma, Fermita