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Digital Authentic Resource and Activity Needs of English Major Students for Autonomous Learning through Self-Access Center (SAC) Asari, Slamet; Ma’ruf, Nirwanto; Mukamil, Mukamil
Edulitics (Education, Literature, and Linguistics) Journal Vol 8 No 2 (2023): December, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i2.4863

To boost English major students’ autonomous learning beyond classroom learning through the Self-Access Center (SAC), the provision of learning resources and activities in SAC should meet their needs. The issue that arises is that little is known about the specific needs of autonomous learning in SAC for English major students. This research focuses on autonomous learning based on the needs of digital authentic resources and activities through SAC as accelerated learning outside the classroom for students majoring in English. A mixed method was applied based on the need analysis model by Hutchinson and Waters (1987). Around 51 English major students of UMM as users of “American Corner” (Amcor) UMM were required to fill out the questionnaires consisting of 6 questions adapted from Ortiz (2006) and 16 of them were selected as interview participants. Observation was also held to support both data. The findings revealed the digital authentic resource needed, lacking, and wanted the most by English major students. Additionally, the types of activities needed the most to support autonomous learning in SAC were also described. The implication of the research is for SAC managers to consider future development and recommendations of resource provision as well as ideas for forthcoming programs of SAC based on the identified needs particularly for the English major students.

Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach Maruf, Nirwanto; Halyna, Kuchakovska
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.912

The study was aimed at understanding the perceptions and meaning of EFL teachers when using digital storytelling for language learning in the classroom. Seven EFL teachers with experiences using digital storytelling in their language instruction were recruited for this study. Analysis of the data collected from the participants revealed several themes related to EFL teachers’ perceptions and meanings of using digital storytelling for language learning in the classroom. The results of the study indicate that teachers have hold overwhelmingly positive perceptions of digital storytelling as a teaching and learning tool in the classroom. Specifically, they view it as a highly creative and engaging teaching approach that allows students to express themselves in a more personalized and meaningful way. In addition, they believe that digital storytelling facilitates language acquisition and enhances cultural understanding. Furthermore, these findings are consistent with related theories in the field of language teaching and learning. However, the study also highlighted the challenges and limitation of using digital storytelling, such as resource constraints and technical difficulties. Therefore, educators should be mindful of these limitations and plan accordingly when incorporating digital storytelling into their language instruction.

Digital Authentic Resource and Activity Needs of English Major Students for Autonomous Learning through Self-Access Center (SAC) Asari, Slamet; Ma’ruf, Nirwanto; Mukamil, Mukamil
Edulitics (Education, Literature, and Linguistics) Journal Vol 8 No 2 (2023): December, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i2.4863

To boost English major students’ autonomous learning beyond classroom learning through the Self-Access Center (SAC), the provision of learning resources and activities in SAC should meet their needs. The issue that arises is that little is known about the specific needs of autonomous learning in SAC for English major students. This research focuses on autonomous learning based on the needs of digital authentic resources and activities through SAC as accelerated learning outside the classroom for students majoring in English. A mixed method was applied based on the need analysis model by Hutchinson and Waters (1987). Around 51 English major students of UMM as users of “American Corner” (Amcor) UMM were required to fill out the questionnaires consisting of 6 questions adapted from Ortiz (2006) and 16 of them were selected as interview participants. Observation was also held to support both data. The findings revealed the digital authentic resource needed, lacking, and wanted the most by English major students. Additionally, the types of activities needed the most to support autonomous learning in SAC were also described. The implication of the research is for SAC managers to consider future development and recommendations of resource provision as well as ideas for forthcoming programs of SAC based on the identified needs particularly for the English major students.

UNDERSTANDING THE INFLUENCE OF LEARNING STYLE CATEGORIZATION ON SPOKEN ENGLISH PROFICIENCY: A QUALITATIVE EXPLORATION AT SMAN 1 KEBOMAS, GRESIK Belintang Yugus N.P; Nirwanto Ma’ruf; Paulina
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): FEBRUARY
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

At SMAN 1 Kebomas, this study examines the connection between spoken English competency and learning approaches, It aims to: explore how individual learning styles relate to spoken English proficiency through qualitative methods like interviews and observations and investigate students'' personal experiences and perceptions of how their learning style impactstheir ability to express themselves in English through interviews and discussions. Embarking on a comprehensive journey, this study aims to elucidate intricate relationship between individual learning style categorizations , spoken English proficiency among students at SMAN 1 Kebomas The researcher . utilize several instruments get the data. The small group interviews and observation and survey are the research instruments will be employed in this study : Small Group Interview & Observation. results conclusion practising speaking abilities through active usage of English is beneficial, particularly for individuals with a kinesthetic style. research findings at SMAN 1 Kebomas confirm Triananda, (2022) by demonstrating kinesthetic students may enhance their speaking skills through active practice techniques. . Observe and mimic language usage in movies and plays. Gain exposure to genuine spoken English through listening exercises This research found that auditory and kinesthetic learning significantly impact students'' spoken English at SMAN 1 Kebomas Gresik. Auditory benefit from listening-based activities like podcasts and discussions, while kinesthetic learners thrive with hands-on activities like role-playing and simulations. Both styles benefit from audio input, but kinesthetic learners require physical engagement to solidify their learning. Teachers are able to create more interesting and successful learning experiences by taking these learning types into consideration.

Exploring the Influence of Personality Traits on Learning Satisfaction and Motivation in Online Education Fitriana, Deva Nur; Maruf, Nirwanto; Asmara, Candra Hadi
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9030

This study investigates the relationships among the Big Five Personality Traits, online learning satisfaction, and learning motivation in the context of Indonesian secondary education. The objective is to examine how personality traits influence students’ satisfaction and motivation in virtual learning environments, addressing the gap in understanding these dynamics in younger learners. Employing a correlational quantitative research design, the study involved 149 ninth-grade students from an Islamic junior high school in Indonesia. Data were collected using three validated instruments: The Big Five Inventory Questionnaire, Learner Satisfaction Survey, and English Motivation Questionnaire. Pearson Product-Moment correlation analysis was used to determine the relationships among the variables. The findings reveal strong positive correlations between online learning satisfaction and learning motivation (r = 0.955), the Big Five Personality Traits and satisfaction (r = 0.986), and personality traits and motivation (r = 0.950). Conscientiousness, agreeableness, and openness to experience emerged as significant predictors of satisfaction and motivation. These results highlight the importance of creating supportive and adaptive online learning environments tailored to individual differences. However, the study is limited by its single-school setting and reliance on self-reported data. Future research should expand to diverse educational contexts and explore additional moderating factors. This study recommends designing inclusive virtual learning environments that integrate personality-based teaching strategies to enhance engagement and learning outcomes.

Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach Nirwanto Maruf; Kuchakovska Halyna
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.912

The study was aimed at understanding the perceptions and meaning of EFL teachers when using digital storytelling for language learning in the classroom. Seven EFL teachers with experiences using digital storytelling in their language instruction were recruited for this study. Analysis of the data collected from the participants revealed several themes related to EFL teachers’ perceptions and meanings of using digital storytelling for language learning in the classroom. The results of the study indicate that teachers have hold overwhelmingly positive perceptions of digital storytelling as a teaching and learning tool in the classroom. Specifically, they view it as a highly creative and engaging teaching approach that allows students to express themselves in a more personalized and meaningful way. In addition, they believe that digital storytelling facilitates language acquisition and enhances cultural understanding. Furthermore, these findings are consistent with related theories in the field of language teaching and learning. However, the study also highlighted the challenges and limitation of using digital storytelling, such as resource constraints and technical difficulties. Therefore, educators should be mindful of these limitations and plan accordingly when incorporating digital storytelling into their language instruction.

Investigating the Impact of CALL on EFL Students' Speaking Skills at Islamic Boarding School: A Mix-Method Approach Nona Safira Timur; Slamet Asari; Nirwanto Ma'ruf
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3800

This study examines the impact of computer-assisted language learning (CALL) on speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School in Indonesia. A mixed-method approach was employed, with quantitative data collected through pre-tests and post-tests and qualitative data through interviews and observations. Speaking fluency was measured based on speech flow, pace, continuity, naturalness, and intonation, while confidence was measured based on willingness to participate, composure, eye contact, vocal clarity, and engagement. Results revealed significant improvements, with the average fluency score increasing from 55.46 to 75.67 and confidence score from 58.63 to 80.58 after an eight-week CALL intervention. Qualitative findings highlighted that CALL’s interactive features and real-time feedback supported students in improving their pronunciation and reducing speaking anxiety. This study underscores the effectiveness of CALL in enhancing speaking proficiency and fostering learner autonomy, particularly in EFL contexts with limited speaking opportunities. While the findings are promising, future research with larger samples and extended intervention periods is recommended to examine the long-term impacts of CALL. These results advocate for integrating CALL into language education to create more engaging and supportive learning environments that promote fluency and confidence development in EFL learners.

Designing Local Culture-based Canva Narratives to Enhance Reading Skills for Junior High School Students Like Trisnawati Hardina; Slamet Asari; Nirwanto Maruf
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3802

The study aimed to develop culturally relevant reading materials for eighth-grade students at one of the state junior schools in Ponorogo, Indonesia, using Canva as a digital platform. The primary objective was to improve students' reading comprehension by integrating local cultural narratives, such as the stories of Reog Ponorogo and Lake Ngebel, into narrative texts. The research employed the ADDIE model to systematically design and implement these materials, with phases including analysis, design, development, implementation, and evaluation. In the Analysis phase, student needs were assessed through questionnaires, revealing that students struggled with narrative structure and found traditional reading materials disengaging. The Design and Development phases involved creating visually engaging, culturally relevant narrative materials using Canva. The materials were then tested in the classroom, where students interacted with the content through reading tasks and quizzes. Findings showed significant improvements in students' engagement and reading comprehension. Over 80% of the participants reported that the materials were more relatable and easier to understand than traditional texts. The study concluded that integrating local culture into reading materials through digital platforms like Canva enhances both student motivation and learning outcomes.

VOCABULARY GROWTH THROUGH INDEPENDENT READING: A CASE STUDY OF EFL STUDENTS Nabilah, Ufairoh Rozana; Maruf, Nirwanto
Indonesian Journal of Learning and Instruction Vol. 8 No. 1 (2025)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v8i1.11679

This study investigates the relationship between independent reading frequency and vocabulary growth among EFL students at Universitas Muhammadiyah Gresik. Using a quantitative research design, data were collected from 50 undergraduate students majoring in English through a close-ended questionnaire. The results of this study underscore the critical role that regular independent reading plays in enhancing vocabulary acquisition and overall language proficiency among EFL students. Specifically, the strong positive correlation between reading frequency and vocabulary growth (r = 0.62, p < 0.01) indicates that students who engage in independent reading activities more frequently tend to experience greater improvements in their vocabulary. This finding is further supported by the subgroup analysis, which revealed that reading books and academic articles had the strongest correlation with vocabulary growth (r = 0.65, p < 0.01 for books; r = 0.58, p < 0.01 for academic articles). These materials often provide rich and varied contexts for encountering new words, which facilitates deeper understanding and retention. The findings highlight the need for educational strategies that encourage all students to read more frequently and diversely. Future research could explore additional factors that influence reading habits and vocabulary growth among EFL students. For instance, studies could investigate the impact of motivation, reading interest, and the availability of reading materials on students' reading frequency and vocabulary acquisition. Additionally, research could examine the role of socio-cultural factors, such as family background and peer influence, in shaping reading habits. Furthermore, longitudinal studies could track changes in reading frequency and vocabulary growth over time to provide insights into the long-term effects of independent reading.

INVESTIGATING AND CORRELATING STUDENTS’ PERCEPTIONS, INTERESTS, AND ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH YOUTUBE VIDEO PROJECT IN LEARNING ENGLISH Bidzlamira Dita Centrisia; Khoirul Anwar; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11793

Abstract - This study aims to examine and correlate students’ perceptions, interests, and attitudes toward implementing Project-Based Learning (PjBL) through YouTube video projects in English language learning. Using a mixed-methods design, this study combined quantitative data from questionnaires with qualitative data from semi-structured interviews. Participants consisted of 70 eleventh-grade students from SMAN 1 Pacitan who had been involved in YouTube-based PjBL activities during English language teaching. The questionnaire was designed to assess three main constructs: perceptions (cognitive, affective, conative), interests (individual, situational, topic-based), and attitudes (cognitive, affective, behavioral). Prior to data analysis, the instrument was subjected to validity and reliability tests. All items were deemed valid based on the item-total correlation value, and the reliability analysis yielded a Cronbach’s Alpha coefficient of 0.976, indicating excellent internal consistency. The findings revealed that students generally responded positively to the integration of YouTube-based PjBL, considering it an innovative and engaging approach that increased their motivation and participation in English language learning. Students also reported increased interest, particularly in producing creative content and collaborating with peers. Attitudinal responses indicated greater confidence, enjoyment, and willingness to communicate in English. Overall, the implementation of YouTube video projects within a PjBL framework proved effective in fostering a more dynamic and student-centered English learning environment. The study suggests that the integration of digital media, when aligned with project-based methodologies, has significant potential to enrich language teaching and enhance 21st century skills.

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