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All Journal LEX CRIMEN Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Penelitian Pendidikan IPA (JPPIPA) al-Afkar, Journal For Islamic Studies Jurnal Basicedu JURNAL YURIDIS UNAJA Journal Multicultural of Islamic Education DIDAKTIKA : Jurnal Kependidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra BUSTANUL FUQAHA: Jurnal Bidang Hukum Islam International Journal of Health, Economics, and Social Sciences (IJHESS) TA'DIB Jurnal Pemikiran Pendidikan Jurnal Basicedu Al Lughawiyaat APLIKATIF: Journal of Research Trends in Social Sciences and Humanities Buletin Pos dan Telekomunikasi Cakrawala Listra : Jurnal Kajian Sastra, Bahasa, dan Budaya Indonesia AT-TAKLIM: Jurnal Pendidikan Multidisiplin Jurnal Lempu
Musfirah
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Digitalization in the EFL Classroom: Teachers’ and Students’ Perspectives Muhammad Yauri, Andi; Tenri Ajeng, Andi; Darwis, Nirwana; Adisaturrahimi, Andi; Musfirah; Wahyu; Dian Hidayat, LD
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.30202

Abstract

Digitalization has become an integral component of English as a Foreign Language (EFL) instruction, particularly in secondary education contexts where technology increasingly mediates teaching and learning practices. This study investigates how digitalization is perceived and enacted in junior high school EFL classrooms from the perspectives of teachers and students. Employing a qualitative descriptive design, data were collected through structured interviews and systematic non-participant classroom observations involving two English teachers and two eighth-grade students from two public junior high schools in Watampone, South Sulawesi, Indonesia. Thematic analysis guided by the Miles, Huberman, and Saldña interactive model revealed four interrelated themes: (1) accessibility and diversification of learning resources, (2) student engagement, motivation, and learner autonomy, (3) instructional delivery and assessment efficiency, and (4) pedagogical, technical, and behavioral challenges. The findings demonstrate that digitalization meaningfully enhances instructional quality and learner engagement; however, its pedagogical value is contingent upon teacher mediation, intentional instructional design, and institutional support. Rather than functioning as an inherently transformative solution, digitalization emerges as a pedagogically mediated process whose efficacy is shaped by contextual, infrastructural, and competency-related factors. This study contributes context-sensitive qualitative insights into digital EFL practices at the secondary level in a regional Indonesian setting, highlighting the indispensable role of aligning technological integration with explicit pedagogical goals.
Co-Authors Abdul Haris Sunubi Abdussyukur Ades S. Anhar Adisaturrahimi, Andi Agustang, Andi Ahmadin Al Azizah, Nabilah Alamsyah - Ambo Dalle Andi Adriani Sarbani Andi Asmawati Azis Baharuddin Besse Herdiana Burhan, Faika Dadang Gunawan Darwis, Nirwana Dian Hidayat, LD Firdaus Daud Hidayat S, LD. Dian Jujuri Perdamaian Dunia MARDHIAH MARDIANA Masdar, Zulfikar Mohamad Syaiful Islam Muchtar, Andi Dahmayanti Muh Wayong Muhammad Kunta Biddinika Muhammad Yauri, Andi Mujahidah Mujahidah Musfirah, et.al. Mustika Nur Afifah Nur Mahmudah, Fitri NUR, HASRIATI Nurhayati B Nursyamsi Saputri Oruh, Shermina Rahman, Asbullah Ratna Wulandari Risdayani Sholehuddin Sulaiman Siti Azisah Siti Karimah Sitompul, Meline Gerarita Sitompul Sri Sufliati Romba Syamsiah Tenri Ajeng, Andi Wahyu Wahyu Yauri, Andi Muhammad Yunarti ZULFAH