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All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini REiLA: Journal of Research and Innovation in Language Al Lughawiyaat
Abidin, Azwar
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Unveiling the Multifaceted Dance of Distractions: Thumbing Through the On-Screen Distractions Throughout Memrise MALL Experience Abidin, Azwar
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 3 (2023): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v5i3.14297

Abstract

The detrimental impact of screen distractions, including heightened cognitive-emotional engagement and reduced concentration spans, remains to be fully explored. This case study investigates EFL students’ perceptions of screen distractions in mobile-assisted language learning (MALL) and explores their potential implications on learning outcomes. The study employs a descriptive methodology and purposively samples 46 first-year university students who are not majoring in English as participants. During a two-week trial, the participants use the Memrise English learning app to complete Beginner’s levels (A1 and A2). Screen recordings, user account credentials, and interview excerpts are collected from shared Google Drive folders and focus-group sessions. Thematic data analysis is conducted to gain insights into the participants’ perception of screen distractions. Results reveal that social networks and entertainment apps (63.43%) are the primary sources of distraction, followed by web browsing (22.29%), incoming notifications and pop-up messages (11.45%), and incoming calls (2.83%). Participants perceive these distractions as driven by a psychological impulse to avoid missing updates. While the participants demonstrate an impressive aptitude for adapting to and navigating Memrise MALL resources, they lack necessary support to manage distractions, resulting in a failure to meet learning objectives. The study emphasizes the importance of incorporating set times for learning and optimizing screen learning to be distraction-free. Furthermore, it highlights the negative consequences of multitasking and interruptions on students’ MALL performance, underscoring the need for structured use of social media to enhance engagement and academic achievement. Students’ perception of Memrise MALL is generally positive, with reported benefits such as improved recall, concentration, motivation, and engagement. However, distraction management and material connection are essential contributors in successful MALL experience.
EFL Students’ Digital Skill Challenges during Online Service Learning Lumiati, Lumiati; Nurfaidah, Sitti; Pehala, Ilfan Askul; Syukri, Suhartini; Abidin, Azwar
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.5807

Abstract

This study aims to explore the challenges faced by EFL students when creating digital content during online service learning amidst the Covid-19 pandemic. Six students from the English Education Department at a higher education institution in Southeast Sulawesi participated in this study, selected based on their involvement in online service-learning activities during the pandemic. Data were collected through reflective journals. The findings revealed that participants encountered various internal and external challenges. Internal challenges included technical issues such as difficulties in memorizing scripts, editing videos, selecting suitable editing applications, designing thumbnails, and creating captions, all requiring creativity. Situational internal challenges involved filming independently, selecting appropriate content, engaging effectively in collaboration, and managing publicity. Emotional challenges encompassed uncertainty about starting the video production process and maintaining patience during the content creation. External technical issues included unstable internet connections and limited camera storage. Situational external challenges involved environmental noise, poor weather conditions, and the requirement to independently produce ten content videos.
Benefits of Pair Work Activity in Speaking Class: A Narrative Review Subarnin, Cian; Abidin, Azwar; Atikah, Dewi
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 6 No. 1 (2025): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i1.10861

Abstract

This narrative review investigates the benefits of pair work activities in EFL speaking classes. The data for this study were drawn from 25 selected articles published between 2013 and 2023. The research explores four main themes related to pair work in EFL speaking: language development through practice, social and emotional support in learning environments, active engagement and participative learning, and effective pedagogical strategies. The conclusions drawn from the 25 articles reveal several benefits of pair work activities, including language development through practice (enhancing speaking proficiency and facilitating vocabulary acquisition), social and emotional support in learning environments (encouraging peer feedback, creating a supportive learning environment, reducing anxiety, and increasing confidence), active engagement and participative learning (promoting active student engagement and increasing participative learning), and effective pedagogical strategies (the teacher's role in enhancing pair work effectiveness and effective task structuring). The research suggests that integrating pair work activities into EFL speaking instruction can significantly improve language learning outcomes. Furthermore, EFL teachers can effectively utilize pair work to enhance students' speaking abilities, boost their confidence, and improve overall language proficiency. Keywords: benefits of pair work; collaborative learning; EFL speaking; language development.
Students' Perceptions of Memrise App Use in Learning Vocabulary Baniara, Mirdad; Halim, Abdul; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.4250

Abstract

This study aims to investigate the students’ perceptions in using Memrise app in learning vocabulary. To achieve this aim, this research applied qualitative methodology as qualitative research. The participants of this study were 20 students with non-English major study programs. The data of this study were obtained from students’ written reflections through Google form that spread by WA Group. Thematic analysis was implemented in this study based on the concept of students’ perceptions. The result of the analysis showed that students’ perceived usefulness in learning vocabulary with the Memrise application has positively increased. The students also felt entertained in learning vocabulary, such as playing a game. The result also revealed that students implemented their words knowledge in speaking, pronunciation, listening and writing. The students were satisfied in learning vocabulary after exposing them with range of built-in features of the application, such as videos, audios, pronunciation guidance and reviewing learning systems. The pedagogical implication of this study is that the teacher/lecturer, university, and students can utilize this application as learning and teaching media to bridge them to acquire good range of lexical.Keywords: Learning Vocabulary; MALL; Memrise App; Students’ Perceptions
EFL Teacher’s Beliefs on the Use of Word Mapping Strategy in Vocabulary Learning Rosalina, Mega Putri; Zur, Sarjaniah; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.6124

Abstract

This study aims to explore the beliefs of the lecturer when applying the use of word mapping strategy in vocabulary learning. This study used qualitative research with explanatory case studies. The data of this study was obtained from reflection and interviews with one participant. The participant is an English lecturer at one of the universities in Kendari in the academic year 2021/2022. In analyzing the data, the researcher collects the data, prepares data for analysis, codes the data, and describes it to be used in the research paper. Further, the following reveals how the data analysis process is obtained through reflections and lecture interview answers. To analyze the data, the researcher used thematic analysis. Moreover, the result of the reflection and interview sessions found three themes about teachers' beliefs. They are word mapping as an appropriate strategy in vocabulary learning; word mapping strategy builds students' awareness in learning vocabulary; word mapping as a strategy in classroom management. This study implies that the use of teacher’s beliefs by using a word mapping strategy could give understanding to the teacher how to do quality teaching and make students feel enthusiastic by the interesting media in learning vocabulary. Keywords: Teacher’s beliefs, Vocabulary learning, Word mapping strategy, 
Individual Factors Affecting Learner’s Willingness to Speak in EFL Classroom Syukri, Suhartini; Wahyuni, Sri; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.8609

Abstract

This qualitative study aims at investigating what individual factors affecting learners Willingness to Communicate (WTC) in EFL classroom. Data were gernered using reflection which were distributed to 15 learners of the fifth semester at the English Education program in one of universities in Southeast Sulawesi. The researcher analyzed the learners’ reflection using thematic analysis (TA) through  coding  the  data  by underlining  code and conceptual framework  of WTC. The study result shows that several individual factors were identified as having an influence on learners’ willingness to speak, including perceived opportunity to communicate, emotions, interest, anxiety, feeling of insecurity, self-confidence, L2 proficiency and personalities. This study implies that these nine individual factors were found to be influential in effecting students’ WTC in English in this particular study, and the teachers need to pay more attention to these factors in providing instructions in EFL classroom.Keywords:    English foreign language classroom; English foreign language learners; individual factors; willingness to communicate.
High-stakes English test preparation among Indonesian university graduates: A thematic analysis Abidin, Azwar; Muthalib, Lian Mulyani; Akbar, Muhammad Ali
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.14093

Abstract

While institutional coaching currently dominates the discourse on high-stakes English test preparation, existing literature consistently neglects the strategic complexities faced by a substantial population of candidates relying exclusively on autonomous self-study methodologies. To address this critical gap, this study utilizes self-determination theory and Vygotskian sociocultural frameworks to evaluate independent test preparation. Specifically, the study operationalizes these paradigms to interrogate the intrinsic motivation and self-regulated learning strategies of non-institutional candidates. Employing an interpretive qualitative design, the investigation utilizes thematic analysis to examine the recorded narratives of 27 diverse Indonesian university graduates. The extracted thematic findings demonstrate that successful independent candidates deploy asynchronous digital platforms to mediate comprehensible input. Rather than passively consuming information, these learners construct personalized zones of proximal development to substitute for formal peer scaffolding. Furthermore, the evidence suggests that maintaining deep intrinsic motivation remains essential for sustaining long-term autonomous preparation routines. This study theoretically extends established sociocultural paradigms into digital self-study environments.
Experience Matters: Early Literacy Beliefs and Pedagogical Orientations Among Indonesian Early Childhood Education Teachers Machmud, Hadi; Abidin, Azwar; Alim, Nur; Marlina, Marlina; Anhusadar, Laode
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-12

Abstract

This study examines how professional status and teaching experience shape early literacy beliefs and pedagogical orientations among Indonesian early childhood education (ECE) teachers and pre-service teachers. Using a convergent mixed-methods design, the study collected questionnaire and open-ended response data from 253 participants, including 136 in-service classroom teachers and 117 pre-service teachers, across 41 ECE institutions in Central Indonesia. Exploratory factor analysis of the literacy belief items identified three dimensions: Literacy Practice and Environment (α = 0.89; ω = 0.91), Assessment and Correction (α = 0.78; ω = 0.81), and Formal Instruction and Parental Involvement (α = 0.81; ω = 0.83). Analysis of pedagogical orientation items produced two dimensions: Teacher-Centered (ω = 0.84) and Student-Centered (ω = 0.82). Participants showed stronger endorsement of student-centered orientations (M = 4.229, SD = 0.386) than teacher-centered orientations (M = 3.403, SD = 0.522). Group comparisons indicated significant differences in literacy beliefs according to professional status and teaching experience, especially in Literacy Practice and Environment and Assessment and Correction. Qualitative responses helped explain these patterns by showing that teachers negotiate developmental principles, structured guidance, parental expectations, and school-readiness demands in daily literacy practice. The findings suggest that Indonesian ECE teachers do not simply shift from formal instruction to child-centered pedagogy. Rather, they construct hybrid literacy practices that combine environmental support, explicit guidance, and relational responsiveness. This study contributes evidence from an underrepresented Indonesian ECE context and highlights the need for teacher education and professional development that support adaptive, context-sensitive early literacy pedagogy across career stages.
Co-Authors A Halim Alim, Nur Atikah, Dewi Baniara, Mirdad Hadi Machmud, Hadi LA ODE ANHUSADAR Lumiati, Lumiati Marlina Marlina Muhammad Ali Akbar, Muhammad Ali Muthalib, Lian Mulyani Pehala, Ilfan Askul Rosalina, Mega Putri Sitti Nurfaidah Sri Wahyuni Subarnin, Cian Suhartini Syukri, Suhartini Zur, Sarjaniah