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Dahlan Abdullah

Universitas Malikussaleh

Author-ID : 217988

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The Role of Social Media in Increasing Social Interaction in Language Learning in Indonesian Higher Education Sasabone, Luana; Irianto, Sugeng; Tjahyadi, Indra; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.683

Background. Student inactivity in social interaction is a serious problem in Indonesian higher education, it can affect the quality of language learning. The learning structure tends to be one-way from lecturer to student, creating a dynamic like an inverted pyramid, with limited social interaction. Therefore, this research aims to explore the role of social media in enriching social interactions and improving language learning in higher education environments. Purpose. The purpose of this research is to investigate and understand in depth the role of social media in increasing students' social interactions during the language learning process in Indonesian higher education. By achieving this goal, this research seeks to provide practical recommendations for increasing the effectiveness of language learning and creating a foundation for the development of more adaptive social media-based learning strategies. Method. This research uses a quantitative approach with survey methods. The questionnaire was designed using Google Form and distributed to 30 students who were studying Arabic and English at various universities in Indonesia. The data analysis technique adopts the Miles Huberman technique with a focus on students' understanding of the contribution of social media to increasing social interaction in language learning. Results. The research results show that students actively use social media such as Facebook, Twitter, Instagram, and WhatsApp to discuss, share learning resources, and collaborate on learning projects. Evaluation of the integration of social media in learning materials shows that the majority of students think that lecturers have integrated social media well. Conclusion.` This research provides a comprehensive picture of the positive impact of social media in language learning in higher education. By involving increased interaction, collaboration, and understanding of language material, this research creates a foundation for the development of learning strategies that are more focused on social media integration.

Distance Learning: Challenges and Opportunities in the Context of Language Learning in Higher Education Reskiawan, Bimas; Ayu Anggreni, Made; Hs, Nurmadina; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.687

Background. Distance learning has become a major focus in the higher education context, especially in line with digital transformation and the global pandemic. The background to this change creates the need to understand students' perceptions of distance learning, especially in language learning at Indonesian universities. Purpose. This research aims to contribute to the development of a better learning system through a quantitative approach with survey methods. The aim of this research is to analyze student perceptions of distance learning and identify factors that can increase its effectiveness. Method. This research methodology adopts a quantitative study design with a survey approach. The research objects are language students at various universities in Indonesia. The research sample consisted of 30 respondents selected purposively, covering various demographic characteristics. Data collection was carried out through a questionnaire distributed via Google Forms, allowing participation of students from various geographic areas. Results. The research results showed that although students felt ready for distance learning, there were concerns regarding inequalities with face-to-face learning. The main challenges involve limited internet connections and communication difficulties. However, opportunities arise through easy access to materials and independent development of skills. Data analysis focuses on the interpretation of results, highlighting the importance of technological infrastructure and more effective communication strategies. Conclusion. The conclusion of this research is that a deeper understanding of student perceptions of distance learning can provide a foundation for improving learning experiences and effectiveness in the future. By understanding the challenges and opportunities students face, educational institutions can direct their efforts towards necessary updates and improvements, so that distance learning can provide a more meaningful and equivalent experience to face-to-face learning.

The Influence of Learning Technology on Early Childhood Literacy Development in Indonesia Maulinda, Rerin; Subhan, Roni; Yuliah, Yuliah; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.688

Background. In the era of information and communication technology, the use of learning technology in Indonesia is increasingly widespread, including among young children. Today's children not only grow up in a technological environment, but also actively interact with digital devices from an early age. Early childhood literacy is key in understanding the influence of learning technology on their development. Purpose. The main aim of this research is to investigate to what extent and in what ways learning technology influences the literacy development of early childhood children in Indonesia. Through a quantitative approach and involving education students, this research seeks to provide a comprehensive picture of the positive and negative impacts of learning technology and identify factors that influence early childhood literacy. Method. The research employs a quantitative approach through a survey method, targeting 30 education students with a profound understanding of children's developmental stages. A questionnaire was crafted and disseminated through Google Forms to gather insights into students' perceptions and experiences related to the utilization of learning technology and its influence on the early childhood literacy development. The acquired data will undergo quantitative analysis techniques, emphasizing data reduction, presentation, and the derivation of conclusions. Results. The research results show that students have positive experiences in using learning technology, actively utilizing it, especially in the context of early childhood education. Positive perceptions also emerged regarding the influence of learning technology on literacy and motivation of young children. Its social and emotional impact is considered positive, contributing to the emotional well-being and social interactions of early childhood. Conclusion. The conclusion of this research is that learning technology has a positive role in enriching the experience of early childhood education in Indonesia. These positive impacts include increasing literacy, learning motivation, as well as social and emotional aspects of early childhood.

The Role of Learning Technology in Encouraging Student Creativity in Foreign Language Learning in Higher Education IKhwanda Putra, Al Malikul; Nasith, Ali; Touwe, Yohana S; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.689

Background. This research analyzes the role of Learning Technology in stimulating student creativity in foreign language learning in higher education. The research background highlights the importance of integrating learning technology in the context of higher education, especially in developing student creativity in foreign language learning. With the rapid development of Learning Technology, this research tries to measure and analyze its impact on student creativity. Purpose. The aim of this research is to identify the extent to which Learning Technology influences the level of student creativity, assess preferences and trends in technology use, and provide recommendations for increasing the effectiveness of technology use in supporting foreign language learning. With a quantitative approach through a survey model, this research combines a comprehensive research design to gain in-depth insights. Method. The research methodology includes creating a questionnaire that reflects key aspects, such as the type of technology used, frequency of use, and perceptions of creativity. Respondents were selected from university students who were actively taking foreign language courses, especially Arabic and English. Distribution of the questionnaire was carried out via Google Forms and WhatsApp groups, ensuring efficient participation. Results. Data analysis using the Miles and Huberman model allows for an in-depth interpretation of the relationship between the use of Learning Technology and the level of student creativity. The research results highlight students' positive views on the impact of creativity generated by the use of learning technology, especially in collaboration and developing speaking and writing skills. Conclusion. This research provides a solid foundation for understanding the role of Learning Technology in shaping students' foreign language learning experiences. These conclusions provide valuable information for higher education institutions and policy makers to continue to improve the integration of learning technology, create an environment that supports creativity, and enrich the foreign language learning process in the future.

The Influence of Social Media Platforms on Writing Skills for Students in Foreign Language Learning in Higher Education Noviany, Henny; Farida Juliarta, Evie; Sandya, Deasy; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.690

Background. In the era of foreign language learning in the 21st century, where society is increasingly connected through technology, social media has become a crucial aspect that plays a role in developing students' writing skills. Society 5.0, which focuses on digital connectivity, has had a significant impact on the learning paradigm, raising questions about the influence of social media as a learning tool. Social media, such as Facebook, Twitter, and Instagram, provide a digital environment rich in information and language interaction. Purpose. This research aims to better understand the complexity of the relationship between social media and students' writing skills in the context of foreign language learning in higher education. Through a quantitative approach using survey methods, this research can provide an in-depth understanding of social media usage patterns and their impact on students' writing skills. Method. This research applies survey and questionnaire methods to measure the impact of social media use on foreign language students' writing skills, with a focus on Arabic and English. The research sample involved 40 students, and data analysis used the Miles and Huberman method to understand the relationship and impact. Results. Participation in forums or foreign language groups on social media shows that students use these platforms as a forum for communicating, exchanging information, and discussing learning topics. As many as 100% of respondents had participated in such forums, indicating high student interest in collaborative activities via social media. As many as 36 out of 40 respondents felt that social media had influenced their formal writing style. These influences can range from adaptations to sentence structure to word choice, creating variations in formal writing style. Conclusion. Research shows that the majority of students (32 respondents) agree that social media can be an effective learning tool in foreign language learning. However, 8 respondents stated they were neutral, showing variations in perceptions of the effectiveness of social media as a learning tool.

Foreign Language Learning: A Study of Digital Literacy in Generation Z Pikri, Faizal; Rahayu, Kartini; Muhammad Idrus Hamid B, La Ode; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.691

Background. The background of this research lies in the change in educational paradigm triggered by the use of technology in foreign language learning. Technology integration has great potential to increase students' engagement, motivation and understanding of the target language. Along with this, Generation Z, as a group of students who grew up in the era of digital technology, has become the object of study because of the tendency to use technology intensively in learning. Purpose. This research has the general aim of exploring and understanding how digital literacy can be optimized in foreign language learning in Generation Z. Specifically, this research aims to identify patterns of technology use, detail the obstacles faced, and design solutions that can be implemented in increasing the digital literacy of students majoring in foreign languages. Method. This research methodology carries a quantitative approach with a research design in the form of a survey. The use of questionnaires as research instruments was carefully designed to explore aspects of digital literacy. Data collection was carried out via the Google Form platform with the participation of 30 Generation Z students, which is expected to provide an in-depth perspective regarding the experiences and challenges in their digital literacy. Results. The results of data analysis show a significant level of involvement of students in the use of digital devices, with the majority choosing learning via an application or digital platform. Digital literacy is an important focus, and the majority of students feel comfortable and confident in using digital resources. Nonetheless, challenges such as confusion in evaluating the authenticity of online information need to be addressed. Conclusion. Results Barriers and challenges to digital literacy include accessibility inequalities, lack of training, and technological changes. Strategies to overcome these obstacles vary, with students more likely to seek help from friends or teachers, seek online guidance, and try new learning methods. In conclusion, this research makes a significant contribution to the understanding of digital literacy of students majoring in foreign languages, with an emphasis on learning strategies that are holistic and tailored to students' individual preferences and needs.

Integration of Chatting Technology in the Tandem Language Exchange Learning Process Ambas, Jamin; Touwe, Yohana S.; Wenny J, Syilvia; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.697

Background. 21st century learning demands the integration of technology to meet the demands of current developments. In the context of language learning, Tandem Language Exchange is a modern method that stands out by utilizing chat technology. Purpose. The main aim of this research is to evaluate the impact of tandem chat integration in Tandem Language Exchange on students' language skills. In addition, this research aims to provide practical guidance for the development of innovative language learning approaches using chat technology, by contributing to understanding the potential of chat technology in language learning. Method. This research uses a quantitative approach with a survey model. Respondents consisted of English and Arabic primary language students at various universities in Indonesia. The survey results were analyzed using the Miles Huberman model and presented in chart form. Results. Of the 30 respondents, the majority of students felt significant benefits from integrating chat technology in language learning. The frequency of use of Tandem Language Exchange is quite high, reflecting students' active interest and involvement. Apart from that, the survey results also show that students' comfort level in using chat technology is generally positive, with the majority feeling comfortable or very comfortable. Conclusion. The integration of chat technology in Tandem Language Exchange has an overall positive impact, supporting the development of language skills and motivating students to be actively involved in the learning process. Despite some reported obstacles, high acceptance shows the great potential of using chat technology in language learning contexts in this digital era. Future recommendations could focus on improving guidance and support to ensure the use of chat technology is more effective and satisfying for students.

Increasing understanding of foreign language vocabulary through technology-based educational games Pertiwi, Anggun; Danial, Haris; Maharani Asnur, Sardian; Abdullah, Dahlan
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.698

Background. In the 21st century learning era, innovation in learning methods is crucial. Educational games stand out as an interesting and effective solution to improve the quality of learning. In particular, foreign language learning requires a more interactive and fun approach to motivate students. Purpose. The main aim of this research is to measure the extent to which technology-based educational games can improve understanding of foreign language vocabulary. In addition, this research evaluates the level of satisfaction and motivation of students in using educational games as a means of learning vocabulary. Method. With a quantitative approach and survey design, this research involved 30 language students. The use of the method of drawing student numbers for sample selection and distributing the questionnaire link via the WhatsApp group with a random technique ensures representativeness and voluntary participation of respondents. The research instrument was a structured questionnaire. Results. The results of the questionnaire showed that 70% of respondents expressed satisfaction with the use of educational games, with 30% of them feeling 'Very Satisfied.' In terms of motivation, 87% of respondents reported increased motivation after using educational games, where 30% said 'Very Improved' and 56.7% said 'Improved.' Even though 13.3% of respondents felt 'Neutral' regarding increasing motivation, this does not reduce the positive impact felt by the majority of participants. Conclusion. The use of educational games is effective in increasing student satisfaction and motivation in learning foreign language vocabulary. The game's attractiveness factors, reward system, and level achievement are the main contributors to a positive experience. Variations in levels of satisfaction and motivation can be used as a basis for further development and optimization of educational game designs according to student preferences and expectations. This conclusion provides a basis for improving the quality of foreign language learning at the tertiary level.

Co-Authors - Hartono . Zulfan Abdul Wahab Achmad Harristhana Mauldfi Sastraatmadja Aditia, Donny Adli Zain, Razlan Affiza, Denhaz Pattra Afisman, Heri Juni Afriza, Muhammad Ridho Agus Sukoco Akbar, Abdul Hanif Akhyar, Daniel Al- Amin Ali Nasith Alimul Haq, Nur Ambas, Jamin Amrina, Amrina Ananda Faridhatul Ulva Andi Latif, Sarifudin Andik Bintoro ani, Muli Ansyari, Taufik Habib Anuar Bahri, Khairil Ar Razi, Ar Razi Arifah, Mutia Arifin, Arifin Aslam Aslam, Aslam Aulia Barus, M Farhan Ayu Anggreni, Made Berkah Nadi, Muhammad Abi Chaliza Nur, Wan Amalia Cindy Rahayu Cut Agusniar Cut Ita Erliana Cut Yusra Novita Darmawanta Sembiring Defi Irwansyah Deisye Supit Devin Mahendika Dita Amelia, Dita Eko Prastyo Elviwani Elviwani Elviwani Elviwani Elviwani, Elviwani Emy Yunita Rahma Pratiwi ER. UMMI KALSUM Erianto Ongko Erlina Erlina Erlina Erlina Fadlisyah Fadlisyah Fadlisyah Farida Juliarta, Evie Fazil, M Fidyatun Nisa Fikri, Khusnul Firman Aziz Gamar Al Haddar Gio, Prana Ugiana Haedir, Haedir Hapsarini, Deslana Roidja Haris Danial Hartono Hartono Hartono Hartono Hartono, Natalia Rumanti Hasanun Hasibuan, Abdurrozzaq Hasibuan, Fadilah Suryani Hasibuan, Muammar Faturrahman Heri Juni Afisman Herry Rachmat Widjaja Hery Budiyanto HS, Nurmadina I Ketut Sutapa I MADE MULIARTA . I Putu Agus Dharma Hita I Putu Gede Adiatmika Ika Rahayu Satyaninrum IKhwanda Putra, Al Malikul Imanullah, Imanullah Indra Pilianti D Indra Tjahyadi Indrawati Indrawati Irdanil Kamal, Irdanil Irianto, Sugeng Irma Oktari Irwansyah, Defi Islam, Khoirul Iswan Riyadi Iswandi Iswandi Iswandi Iswandi Iylia Azlan, Rabiatul Juarni Siregar Kamilah, Muna Kartika Kartika Kartini Rahayu Khairullah Yusuf Komang Ayu Krisna Dewi Kosasih , Kosasih Kurniawansyah, Kurniawansyah La Ode Muhammad Idrus Hamid B Lahap, Johanudin Lamsir, Seno Laros Tuhuteru Lestari, Veronika Nugraheni Sri Lidya Rosnita Limbong, Hendra Putranta Lubis, Fauzan Arbi M Farhan Aulia Barus M FAUZAN Maharani Asnur, Sardian Manik, Aktina Marganda Simarmata Marlina Sari Maryana Maryana Maryana Maryana, Maryana Masriadi Maulana, Fatur Rahman Maulinda, Rerin Maya Savira Meilyana Meilyana Meutia Rahmi Mirna Dewi Misbahul Jannah Miswar Miswar Mohammad, Wily Mohd Said, Noraslinda Mohd Syahrin Muhamad Stiadi Muhammad Daud Muhammad Fikry Muhammad Ichsan Muhammad Ihsan Dacholfany Muhammad Ikhsan Setiawan Muhammad Ikhsan Setiawan Muhammad Ikhwani Muhammad Khahfi Zuhanda Muhammad Khalis, Muhammad Muhammad Riansyah Muhammad Zarlis Muhammad Zarlis, Muhammad Muharam, Suhari muli ani Muslem Muslem Muslem Muslem, Muslem Muthmainnah Muthmainnah Muzaffar Rigayatsyah Muzaffar Rigayatsyah N. Nazaruddin Nadia Karunia, Meutia Nana Citrawati Lestari Nasution, Zainannur Ni Ketut Dewi Irwanti Noviany, Henny Nunsina, Nunsina Nurdin Nurdin Nurhaedah Nurhaedah Nurhasanah Nursyamsi SY Oksfriani Jufri Sumampouw Paisal Halim Pasaribu, Hafni Maya Sari Pertiwi, Anggun Pikri, Faizal Poetri AL-Viany Maqfirah Puji, Ari Andriyas Putra, Arwin Rahmat, Rezqiqah Aulia Ramli, Rahmat Rasna, Rasna Reskiawan, Bimas - Rezzy Eko Caraka Riansyah, Muhammad Richki Hardi Rini Meiyanti Risawandi, Risawandi Rizki Suwanda Rizki Wahyuri Roslaini, Roslaini S, Syarifuddin Sabriana, Riska Safwandi Safwandi Safwandi Safwandi, Safwandi Said Fadlan Anshari salamah salamah Salat, Junaidi Samsul A Rahman Sidik Hasibuan Sandya, Deasy Saputra, Nanda Saputra, Rizwan Sasabone, Luana Satria Pati Alam Sayed Fachrurrazi Selamat Meliala Setiawan, Muhammad Ikhsan Sima, Yenny Simarmata, Marganda Sitti Nur Alam Subhan, Roni Sulistyandari, Sulistyandari Surnihayati Surnihayati Sutarna, Agus Syamsiah Badruddin Tahulending, Anneke A Teuku Mudi Hafli Touwe, Yohana S Touwe, Yohana S. Tri Suryowidiyanti Ulfa, Nur Saufani Ultra Prayogi Ulumul Haq, Bahrul Veronika Nugraheni Sri Lestari Victor E. D Palapessy Wa Ode Riniati Wahyu Pertiwi, Yuarini wandi, risa Wenny J, Syilvia Widiyani, Maya Yeni Risyani Yesy Afrillia Yuliah, Yuliah Yuniningsih Yuniningsih Yusra, Muhammad Zafera Adam, Jeanne d'Arc Zahratul Fitri, Zahratul Zainannur Nasution Zara Yunizar Zega, Subhansah Zulfahmi Zulfahmi

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Journal : International Journal of Language and Ubiquitous Learning