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All Journal JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) JIMAKUKERTA Teaching English and Language Learning English Journal Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Edelweiss : Journal of Innovation in Educational Research
Fetriani
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Religion Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Journal : Teaching English and Language Learning English Journal

 1 
Students’ Extensive Reading Through Digital Media in Learning English: Problem Based Learning (PBL) (A Critical Review) Fetriani; Eki Saputra
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7713

Abstract

Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. However, this practice still presents many challenges due to several factors. hence, this paper aims to critically review students’ extensive reading through problem-based learning with digital media in learning English. The present study is a meta–analysis by focusing on the Students’ Extensive Reading used digital media in learning English: problem-based learning. This study used 15 articles related to students’ extensive reading, digital media and problem-based learning (PBL). It was revealed that the implementation of digital extensive reading through those various digital or online platforms has been proven to be useful in supporting the success of EFL students’ digital extensive reading activities as well as the success of EFL students’ language learning. By using PBL showed that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method. The integration of digital media and problem-based learning in extensive reading ushers in a new and significant era of English education. It makes the students to develop as independent learners who can successfully negotiate the complexity of the global language in improving their language proficiency. Keywords: Problem-Based Learning, Extensive Reading, Digital Media
Analysis of Directed Motivational Currents (DMC) in EFL Students' Reading Motivation Dwi, Nindia Dwi Citra; Fetriani; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9612

Abstract

Motivation is a key determinant of success in learning English as a Foreign Language (EFL), particularly in reading, which requires sustained. concentration, strategic approaches, and perseverance. However, many students struggle to maintain reading motivation, highlighting the need for a framework that explains strong and sustained motivational engagement. Directed Motivational Currents (DMC) provides such a framework, offering insights into the triggers, sustaining mechanisms, and contextual influences on motivation. This study investigates the triggers and maintenance strategies of DMC, describes students' experiences within this motivational state, analyzes the impact of contextual and instructional factors, and explores its implications for engagement and long-term reading habit formation. This study employed a mixed-methods convergent design, data were collected from 14 fourth-semester students of the English Education Study Program through total sampling. The quantitative data were analyzed descriptively, while qualitative data underwent Interpretative Phenomenological Analysis (IPA). The findings indicate that DMC is triggered by both positive and negative experiences, social support, and tangible reading progress. Motivation is sustained through reading routines and incremental goal-setting. Students in DMC reported positive emotional engagement, a clear long-term vision, and structured behavioral patterns, though internalization levels varied. Classroom environment, teaching strategies, and peer and lecturer support were found critical in initiating and sustaining DMC. Keywords: Directed Motivational Currents (DMC), EFL Students, Reading Motivation, Reading Skills
Co-Authors Dwi, Nindia Dwi Citra Eki Saputra Hidayah, Aditia Ririn Harini Vebri, Julion Washlurachim Safitri Washlurachim Safitri Yossudarso