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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of English Teaching and Applied Linguistics (JETAL) JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Indonesian Journal of Counseling and Development RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Daflizar, Daflizar
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Readiness for autonomous English language learning: The case of Indonesian undergraduate students Daflizar, Daflizar; Petraki, Eleni
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.34259

Abstract

The purpose of this study was threefold: (1) to investigate how Indonesian undergraduate students perceive their teachers’ and their responsibilities in English language learning; (2) to investigate how the students perceive their abilities related to autonomous English language learning; (3) to examine if there are differences in the students’ perceptions of their responsibilities and abilities concerning gender and majors of study. The study employed a mixed-methods research approach with a sequential explanatory design and recruited 402 participants in the quantitative phase and 30 participants in the qualitative phase. The data were collected through questionnaires and semi-structured interviews. The findings showed that the majority of students deemed the teacher to be the one in charge of their learning despite their positive perceptions of their abilities. No significant difference was found between males and females in their perceptions of responsibilities and abilities. Regarding majors of study, no significant difference was found between English major students and non-English majors in their perceptions of their abilities; however, there was a significant difference between the groups’ perceptions of their responsibilities. The research advocates the need for awareness-raising on the benefits of learner autonomy and appropriate teacher training for the Indonesian context.
Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender Daflizar, Daflizar
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9342

Abstract

Speaking anxiety has always been an intriguing topic in the field foreign language education. While a plethora of studies have been conducted on this issue in the Indonesian context, most of them have focused on students’ English-speaking anxiety in the EFL classroom, with very few examining anxiety outside of the classroom. To bridge this gap, this study aimed to investigate levels of out-of-class speaking anxiety among Indonesian tertiary EFL students and examine the relationships between their self-perceived speaking skills, self-perceived vocabulary size, and anxiety. Additionally, the study sought to examine whether there was a significant difference in anxiety levels between genders. Using a quantitative approach, a survey was administered to 87 participants from three different institutions of higher education. The results showed that students experienced anxiety in various situations, with most being moderately anxious. A moderate negative correlation was observed between self-perceived speaking skills and anxiety, while a weak negative relationship was found between self-perceived vocabulary size and anxiety. The study also found that females exhibited higher anxiety levels than males. Practical implications for curriculum designers and teachers in the Indonesian context are put forward.
Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender Daflizar, Daflizar
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9342

Abstract

Speaking anxiety has always been an intriguing topic in the field foreign language education. While a plethora of studies have been conducted on this issue in the Indonesian context, most of them have focused on students’ English-speaking anxiety in the EFL classroom, with very few examining anxiety outside of the classroom. To bridge this gap, this study aimed to investigate levels of out-of-class speaking anxiety among Indonesian tertiary EFL students and examine the relationships between their self-perceived speaking skills, self-perceived vocabulary size, and anxiety. Additionally, the study sought to examine whether there was a significant difference in anxiety levels between genders. Using a quantitative approach, a survey was administered to 87 participants from three different institutions of higher education. The results showed that students experienced anxiety in various situations, with most being moderately anxious. A moderate negative correlation was observed between self-perceived speaking skills and anxiety, while a weak negative relationship was found between self-perceived vocabulary size and anxiety. The study also found that females exhibited higher anxiety levels than males. Practical implications for curriculum designers and teachers in the Indonesian context are put forward.
Character Education Values in the Animated Series Nussa: A Semiotic Approach Wahyuni, Syarli; Ahmad Jamin; Daflizar, Daflizar
Indonesian Journal of Counseling and Development Vol. 6 No. 1 (2024): July 2024
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v6i1.6010

Abstract

This study addresses the concern over children’s increasing exposure to YouTube content that often lacks values of character education and may contribute to a crisis of character. Animated films, however, can be an alternative medium for instilling positive values, yet children frequently regard them only as entertainment and overlook their educational aspects. To explore this potential, the animated series Nussa, available on YouTube, was chosen as the research object because it integrates Islamic values and conveys moral lessons in an engaging way. The study employs a descriptive qualitative design within the framework of library research using a structuralism approach. Data were collected through documentation and analyzed using Roland Barthes’ semiotic theory, while validity was ensured through prolonged observation, persistence, and triangulation. Findings reveal three key points: first, nine character values were identified across five episodes of Nussa, namely religiosity, honesty, tolerance, creativity, curiosity, nationalism, friendliness/communicativeness, environmental care, and responsibility; second, denotative meanings illustrated everyday Muslim life through characters like Nussa, Rara, Uma, and Abdul, while connotative meanings emphasized moral values, and mythological meanings reinforced Islamic perspectives on these values; third, methods of transmitting character values included qudwah (role modeling), targhib (motivation), commands, prohibitions, tarhib (warnings), dialogue, and debate. Overall, the study concludes that the Nussa animated series serves not only as entertainment but also as a valuable medium for character education, contributing positively to children’s moral and social development.
MENYEMAI BAHASA INGGRIS: MENGAJARKAN ANAK-ANAK DENGAN FUN ENGLISH Daflizar, Daflizar; Mudra, Heri; Diakbar, Teddy Agustian
RANGGUK: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 2 (2022): RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Publisher : Institut Agama Islam Negeri Kerinci

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

Abstract

This PKM activity aims to improve the ability to speak English, motivation, and concentration of participants in English learning. This activity is titled Fun English, which is a fun English learning activity using the method of recitation to deliver English learning materials. This service activity is focused on speaking skills and writing skills specifically on mastery of vocabulary in simple sentences. Participants who followed were special daughters with secondary school education backgrounds (SMP/SMA/SMK). The achievement of the results of this PKM is the increase in the ability of participants in mastering English vocabulary (in the topic or material taught). Participants have been able to say several vocabulary correctly. Participants have understood how to write simple sentences correctly and are able to speak (read dialogue). Finally, the concentration and motivation of participants also increased, this is evident from the results of the eveluation of activities in post-test. Thus, participants also felt happy and did not feel awkward while participating in all Fun English activities at this PKM.
Indonesian EFL Undergraduate Students’ Perceptions of English Critical Reading Azhipa, Dinda Putri; Daflizar, Daflizar; Musdizal, Musdizal
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.v11i1.2066

Abstract

Critical reading (CR) is a crucial academic literacy skill for English as a Foreign Language (EFL) students to evaluate and engage with academic texts. This mixed-method study explored Indonesian EFL students’ perceptions of critical reading, including their self-assessed CR skills, perceived institutional support, gender differences, and frequently read English reading materials. Quantitative data were collected from 100 students through questionnaires, followed by interviews with 10 participants. Results showed that students had positive perceptions of critical reading and recognized the importance of this skill in an academic context. However, advanced skills such as identifying bias and evaluating arguments remain challenging. The study found that gender was not a significant factor. Qualitative findings revealed linguistic difficulties and limited institutional support, even though students frequently interact with academic texts. Practical implications for teachers and educational institutions in the Indonesian context are put forward.
EFL STUDENTS’ PERCEPTIONS OF TIKTOK FOR ENGLISH LANGUAGE LEARNING IN INDONESIA: A MIXED-METHODS STUDY OF GENDER AND YEAR OF STUDY DIFFERENCES Hikmah, Mkar Intana; Daflizar, Daflizar
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2428

Abstract

TikTok has increasingly used as an informal learning resource by EFL students. This study investigated EFL students’ perceptions of TikTok for English language learning and examined whether those perceptions differed by gender and years of study. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 71 undergraduate students using a questionnaire adapted from the Technology Acceptance Model (TAM), which measured perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and actual system use. Qualitative data were then obtained from four selected participants through semi-structured interviews. The findings showed generally positive perceptions of TikTok, especially in terms of accessibility, ease of use, and usefulness. No statistically significant differences were found by gender (U = 472.000, p = .177, r = .16) or years of study (H (2) = 2.135, p = .344, ε² = .002). Interview findings showed that students valued TikTok for its concise content and support for vocabulary, pronunciation, and speaking, although distraction remained a challenge. These findings suggest that TikTok can serve as a useful supplementary learning tool when used in guided and self-regulated ways. However, the findings are limited to a single institutional context and largely based on self-reported data.
Co-Authors Ahmad Jamin Azhipa, Dinda Putri Diakbar, Teddy Agustian Heri Mudra, Heri Hikmah, Mkar Intana Musdizal Musdizal Petraki, Eleni Wahyuni, Syarli