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All Journal Jurnal Bahasa dan Sastra ELT Forum: Journal of English Language Teaching Tonil, Jurnal Kajian Sastra, Teater dan Sinema Jurnal Peduli Masyarakat Journal of English Education Program (JEEP) Journal of English Language and Education Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Metathesis: Journal of English Language, Literature, and Teaching ELT Forum: Journal of English Language Teaching
Hapsari, Christianti Tri
Universitas Negeri Semarang
Arts Humanities Earth & Planetary Sciences Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Pengenalan Bahasa Inggris pada Anak Usia Dini di Sekolah Gratis Raudlatul Athfal Ben Pinter Semarang Fitriari, Sri Wuli; Farida, Alief Noor; Hapsari, Christianti Tri; Sari, Woro Apriliana; Rahmawati, Yusi; Chairunnisa, Nadya Zulfa
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 5, No 1: February 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v5i1.34734

Abstract

Raudhatul Athfal Ben Pinter was established to provide accessible early childhood education for underprivileged families in Dukuh Jamalsari, Mijen District, Semarang City. Since its establishment, the school has never offered English lessons, although the head of the madrasah and teachers hoped that children in their Golden Age could access free English learning. Limited teacher competence in English became a major obstacle. This community service program was carried out to introduce English to students in a fun and engaging way through modeling, drilling, singing, games, and real-life communication supported by attractive learning media. The basic materials taught included family, colors, greetings, body parts, and simple conversations using technology-assisted communicative language teaching. Teachers were also involved throughout the activities to strengthen their teaching capacity. The implementation of this program generated positive outcomes, increasing students’ familiarity with basic English vocabulary and supporting teachers’ readiness to continue similar activities. Overall, the English introduction initiative provided meaningful benefits for students, teachers, and the school community.
Higher Education Students’ Perceptions of Using Duolingo Application for English Vocabulary Improvement Cahyani, Risma Putri; Hapsari, Christianti Tri
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3425

Abstract

Vocabulary mastery plays a vital role in second language learning, particularly in higher education, where students are required to comprehend academic texts, participate in discussions, and produce written work in English. Although previous studies have reported positive effects of Mobile-Assisted Language Learning (MALL) applications such as Duolingo on vocabulary development, research focusing on higher education students’ perceptions remains limited, especially in the Indonesian context. This study aimed to explore higher education students’ perceptions of using the Duolingo application to improve their English vocabulary and to identify the challenges they encounter when using it. Employing a qualitative descriptive design, data were collected through an open-ended online questionnaire administered to 25 undergraduate students enrolled in an English Education Study Program at an Indonesian university. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal that students generally perceive Duolingo positively, particularly valuing its mobility, gamification features, interactivity, instant feedback, and personalized learning experience. Students also stated that they had improved vocabulary, word recognition, and pronunciation, and considered Duolingo a helpful supplementary aid in and out of the classroom. Nonetheless, a number of shortcomings were also found, including repetition, overly simple material, limited academic vocabulary, inappropriate sentence examples, technical problems, and an inability to transfer newly learned vocabulary into real-life communication. To sum up, even though Duolingo is an effective tool for acquiring vocabulary at the novice level, its role in higher education is best situated as a learning aid rather than a standalone solution.
Students’ Perception of Instagram Reels as a Medium for Vocabulary Learning Ivada, Ega Nurdianis; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2041

Abstract

Learning English vocabulary is a very important foundation because it can strengthen English skills such as reading, writing, listening, and speaking. This study aims to determine how students perceive the use of Instagram Reels as a medium for learning vocabulary and what strategies students often use in learning vocabulary through Instagram Reels. This study uses a qualitative method containing Likert scale questionnaires and interviews with three participants. The data were collected from 15 students of the English Education Study Program. The results shows that students perceive Instagram Reels as interesting and easily accessible. The strategies commonly used are guessing the meaning of words and then translating them using a dictionary or digital translator and they frequently repeat the words and apply them in conversations or sentences. However, students rarely ask others about the meanings of unfamiliar words and plan and evaluate their vocabulary learning process.
The Role of Peer Feedback in Improving Speaking Skills During Classroom Presentations Isnani, Shinta; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2125

Abstract

Speaking skills remain a challenging aspect of English as a Foreign Language (EFL) learning, particularly in classroom presentations. Due to limited time for individualized teacher feedback, peer feedback has been adopted as an alternative strategy. This qualitative descriptive study investigates EFL students’ perceptions of peer feedback in improving speaking skills and identifies challenges in its implementation. Data were collected through an open-ended questionnaire administered to 27 third-semester undergraduate EFL students at an Indonesian university and analyzed thematically based on Naeem et al. (2023) and Topping’s (2009) peer assessment theory. The findings reveal that peer feedback supports cognitive development, social interaction, and improvements in fluency, pronunciation, vocabulary, and grammatical awareness, while also enhancing teachers’ time efficiency. However, challenges related to feedback accuracy, students’ confidence, and social discomfort persist. Overall, peer feedback is effective when supported by clear guidelines and teacher supervision.
Co-Authors Agung Ginanjar Anjaniputra Alfiqri, Fahmi Alief Noor Farida Aryani, Oktianti Dwi Barata, Miftha Nugi Cahyani, Risma Putri Chairunnisa, Nadya Zulfa Chodhori, Mutiara Didit Kurniadi Fahrur Rozi Fitriari, Sri Wuli Isnani, Shinta Ivada, Ega Nurdianis Kholid, Kholid Mahanani, Dwi Herwindha Putra, Angga Pratama Armaddi Rahayu Puji Haryanti Rahmawati, Yusi Saqifanty, Awanda Bramantika Sari, Woro Apriliana Setyo Jati, Kukuh Sri Wahyuni Sri Wuli Fitriati Sukma, Nahdia Sabrina Testiana Deni Wijayatiningsih Thohiriyah, Thohiriyah