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Prasetya, Rizky Eka

Universitas Budi Luhur

Author-ID : 1869403

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Assessing the Effectiveness of Google Forms and Microsoft Forms in English Language Evaluation Prasetya, Rizky Eka; Sofiani , Fenti
International Journal of English and Applied Linguistics (IJEAL) Vol. 4 No. 3 (2024): Volume 4 Nomor 3 Desember 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v4i3.5125

Using digital tools such as Google Forms and Microsoft Forms has transformed the landscape of English language assessment, offering features like instant feedback, multimedia integration, and automated grading. However, despite their widespread adoption, limited research has systematically compared their effectiveness across critical dimensions, including usability, engagement, and feedback quality, as well as their suitability for assessing specific language skills—reading, writing, listening, and speaking. This study aimed to fill this gap by evaluating the strengths and limitations of these platforms through a mixed-methods approach. Quantitative data were collected from surveys involving 100 students and 15 educators, while qualitative insights were derived from semi-structured interviews and thematic analysis. Statistical analyses were used to assess platform-specific performance, including paired t-tests and ANOVA. The results revealed significant differences in skill-specific effectiveness: Google Forms was better suited for reading assessments (p = 0.014) due to its simplicity and ease of use, while Microsoft Forms excelled in writing (p = 0.001) and speaking (p = 0.047) tasks, owing to its advanced features like branching logic and multimedia capabilities. Both platforms were equally effective for listening assessments, reflecting their shared strengths in multimedia support. Regarding usability, Google Forms was favoured for its mobile-friendly design, whereas Microsoft Forms offered superior customization but presented a steeper learning curve. Engagement levels were comparable, with multimedia integration and instant feedback highlighted as key motivators. Feedback quality was effective on both platforms but required further refinement for open-ended tasks. This study concluded that educators should align platform selection with the specific assessment objectives, using Google Forms for receptive skills like reading and listening and Microsoft Forms for productive tasks like writing and speaking. These findings provide practical recommendations for leveraging digital tools to enhance language assessment practices.

Penguatan Branding dan Pengemasan Produk UMKM di Desa Duren Seribu Kota Depok Oktaviani, Retno Fuji; Niazi, Hakam Ali; Thoha, Muhammad Nuur Farid; Anwar, Syaiful ; Prasetya, Rizky Eka
Yumary: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 4 (2024): Juni
Publisher : Penerbit Goodwood

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/yumary.v4i4.2717

Purpose: This service aims to increase the attractiveness of MSME products in Duren Seribu Village, Depok City, by strengthening branding and packaging. Methodology/Approach: This service was designed using community-based assessment methods. This study included a market review of brand name and logo selection, packaging design, brand promotion, and communication strategies. This review process involved MSME owners, product users, and branching experts. In addition, we used graphic design software and data analysis tools to optimize branching and packaging. Results: The results of this service show that strengthening Branding and packaging can increase the attractiveness of MSME products. Strategies such as choosing a logo and brand name, attractive packaging design, promotion via social media, and creating a brand story have proven effective in strengthening the branching and packaging of MSME products. Limitations: This study provides a transparent assessment of its scope and potential biases. Some limitations may include the small sample size, potential respondent biases, and inherent challenges of capturing the complex and multifaceted nature of the branding and packaging impact on MSMEs. Contribution: This study enriches the literature on UMKM development by providing a nuanced understanding of the role of branding and packaging in rural contexts, specifically within Desa Duren Seribu and Kota Depok. The insights gained from this study may contribute to the formulation of tailored strategies and interventions that can be replicated in similar rural settings, aiding the sustainable growth of the UMKM.

Flipping the Classroom: The Indonesian Evidence-Based Analysis of Flipped Learning Impact on English Language Learners' Engagement and Academic Performance Prasetya, Rizky Eka
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 1 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i1.969

The content and scope of this paper are to provide an evidence-based analysis of the impact of flipped Learning on English language learners' engagement and academic performance. The objective of the paper is to explore the efficacy of flipped learning in enriching student engagement and academic performance. The study implemented a convergent parallel design mixed-methods approach to analyze the impact of flipped learning. The empirical studies revealed that flipped learning significantly positively impacts student engagement compared to traditional teaching methods, with a moderate effect size (d=0.56). Similarly, the analysis of exam scores indicated that students in the flipped learning group outperformed their peers in the traditional teaching group, with a small to medium effect size (d=0.35). The thematic analysis of the interview data revealed that contextual factors such as course content, student characteristics, and instructional strategies play a significant role in the effectiveness of flipped learning. The findings suggest that flipped learning is a functional approach to enhancing student engagement and academic performance. The results of this study provide empirical evidence for the benefits of flipped learning and support its implementation in various educational contexts. This study's findings exposed that English lecturers can use flipped learning as an effective instructional strategy to enhance student engagement and academic performance. The study emphasizes the need for English lecturers to consider contextual factors when designing and implementing flipped learning activities to optimize their effectiveness.

Pemanfaatan Aplikasi Web sebagai Media Pembelajaran Daring untuk PKBM Bhakti Asih: The Implementation of Web Applications as an Innovative Learning Medium for PKBM Bhakti Asih Syarif, Achmad; Prasetya, Rizky Eka; Alam, Sukma
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 11 (2024): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v9i11.7898

The collaborating organization for this community service initiative is PKBM Bhakti Asih Ciledug, situated in Jalan Raden Fatah No. 7 RT 03 RW 10, West Sudimara Village, Ciledug District, Tangerang City, Banten Province 15151. The present issue with the partner is the suboptimal exploitation and implementation of Information and Communication Technology (ICT), particularly in relation to teaching and learning activities. PKBM enrolls students from various backgrounds, resulting in a wide range of perspectives and interpretations of the content. Therefore, it is necessary to have learning materials that can enable individuals to review and revisit their learning at any given time. Web applications offer a potential answer to this issue, since they can serve as an online learning platform that is accessible at any given moment. Students are trained in the use of this online application through in-person instruction at the ICT lab of Budi Luhur University. Based on the findings of the activity assessment questionnaire, over 90% of participants expressed that this activity was valuable, comprehensible, impactful, and met their expectations. Therefore, it may be inferred that this activity has the potential to offer resolutions to the challenges encountered by partners.

Designing and Implementing an Effective Moodle Learning Management System (LMS) to Meet the Needs of Language Teaching and Learning Prasetya, Rizky Eka; Fenti Sofiani
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i1.3592

The objectives of this research was to investigate the challenges encountered in designing and implementing a Moodle LMS for language teaching and learning and explore potential solutions to overcome them. This research was a mixed-methods approach. The sample of this research involved 225 participants: language teachers, learners, and IT support staff. The data were gathered by using two main methods: surveys and focus group discussions, and were analysed by process combined descriptive statistics, t-tests or ANOVA, correlation analysis, and thematic analysis. The findings showed that language teachers require a user-friendly, flexible, and customizable Moodle LMS with access to various multimedia materials and interactive activities. Learner’s value a Moodle LMS that was easy to navigate, with clear instructions and user-friendly interfaces. Technical support and training were also necessary for language teachers to effectively utilize Moodle LMS. The study concluded in conclusion, designing and implementing an effective Moodle LMS meets the specific needs of language teaching and learning required careful consideration of various factors, including the needs of language teachers and learners and technical and pedagogical aspects.

INTEGRATING MOODLE-BASED OF COMMUNICATIVE LANGUAGE TEACHING IN HIGHER EDUCATION Prasetya, Rizky Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.31265

Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.

Student Centre Approach in Teaching English for Specific Purposes Moodle-Based Prasetya, Rizky Eka
English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v14i1.8172

The Indonesia higher education majority utilized the Language Management System (LMS) Moodle. The English Moodle-based teaching is a massive pedagogy shift due to pandemic. The study aimed to investigate and explore the technicality feature of teaching English, particularly the student-centered approach. The study was conducted in the qualitative approach experimental sequential research design. The substantive research instruments applied in the study comprised centered on questionnaires and interviews. The questionnaire was generated to investigate the lecturer used Moodle in their English language teaching. It is expected to discover the utilizing feature and adapting virtual class in LMS Moodle. The findings revealed that the system had an exclusive feature to accommodate student-centered teaching, yet it was found that the lecturer's unfamiliarity implied the inadequacy of Moodle course feature

Exploration Of Demotivating Factors in English Language Learning Moodle-Based: Comparison Online and Hybrid Learning Prasetya, Rizky Eka; Raharjo, Didik Hariyadi
English Education: Jurnal Tadris Bahasa Inggris Vol 16 No 1 (2023): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v16i1.15872

This study examines demotivating factors in Moodle-based online and hybrid English language learning environments and proposes strategies to overcome them. A mixed-methods approach combining a cross-sectional survey and qualitative interviews was used. A modified Likert-scale questionnaire assessed demotivation and attitude, while e-interviews were conducted with 30 randomly chosen volunteer students in three group sessions to gain insights into their perceptions. Quantitative findings indicate that online learning exhibits higher demotivation levels compared to hybrid learning for English language acquisition. Half of the participants reported feeling somewhat demotivated, while the other half showed solid or low willingness to study English as a foreign language. Qualitative analysis revealed unsuccessful online learning experiences, challenges in the online class environment, inadequate course materials, and lack of interest as significant demotivating factors impacting student engagement in Moodle-based online learning. To enhance online and hybrid course design, English lecturers should address these demotivating factors and incorporate activities that promote learner motivation and proficiency development. This more concise version provides an overview of the study's focus, methods used, and key findings related to demotivating factors in Moodle-based online and hybrid English language learning environments

Identifying Grammarly Automated Writing Evaluation and Self-Editing by Administrative Officer Rizky Eka Prasetya; Didik Hariyadi Raharjo; Sofiani, Fenti
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.14153

Automated writing evaluation (AWE) tools have been extensively used in foreign language writing classrooms, and their use has been progressively expanding recently. The study investigates an overview of Grammarly’s Automated Writing Evaluation (AWE). The research employed a quasi-experimental, comparative design with convenience sampling to assess the effects of Grammarly on the automated writing evaluation and self-editing of 56 administrative officers. The findings demonstrate that Grammarly’s AWE editing groups produced many better-written outputs. Grammarly’s AWE editing and self-editing experimental groups outperformed the control groups that did not engage in Grammarly’s AWE software. The level and complexity of the impact articles written by experimental groups are much more significant. The comparison was made between automated and non-automated editing. It demonstrates the existence of a considerable advantage for AWE editing. There were statistically significant changes in favor of the post-test between the pretest and post-test mean scores for both groups. These outcomes may be clarified with the software’s contribution. There is no difference between the experimental groups that are statistically significant. This result corresponds with whether there is a substantial difference in the effects on the writings of Grammarly’s AWE and self-editing experimental groups.

ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education Prasetya, Rizky Eka; Syarif, Achmad
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.19303

English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context.

Co-Authors Achmad Syarif Achmad Syarif Agus Sriyanto Ahmad Musadad Alam, Sukma Anindya Putri Pradiptha Anwar, Syaiful Didik Hariyadi Raharjo Didik Hariyadi Raharjo Didik Hariyadi Raharjo Elizabeth Elizabeth Elizabeth Yohanes Etty Susilowati Etty Susilowati Fenti Sofiani Hakam Ali Niazi Hidayat, Ravindra Safitra Lestari, Setyani Dwi Nahidloh, Shofiyun Niazi, Hakam Ali Novanda Alim Setya Nugraha Nurul Fitriani Pujiati, Tri Retno Fuji Oktaviani Rinny Meidiyustiani ROSYADI ZA, DEDE Saskia Lydiani Setyani Dwi Lestari Setyarko, Yugi Suratno, Geri Syaiful Anwar Thoha, M. Nuur Farid Yugi Setyarko Yuwono Yuwono Yuwono Yuwono

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