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All Journal Litera Englisia Journal JOLLT Journal of Languages and Language Teaching English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics UC Journal: ELT, Linguistics and Literature Journal
Armanda, Muhamad Laudy
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Arts Humanities Education Languange, Linguistic, Communication & Media

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INCORPORATING GAMIFICATION ELEMENTS FROM CLASSCRAFT IN ENGLISH INSTRUCTION: A SCOPING REVIEW Armanda, Muhamad Laudy; Priyana, Joko
UC Journal: ELT, Linguistics and Literature Journal Vol 4, No 2 (2023): November 2023
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v4i2.7559

Abstract

In the contemporary educational landscape, a significant portion of college students belongs to Generation Z, characterized by their familiarity with the Internet, mobile technology, and video games. Educators are increasingly turning to innovative solutions to address the challenge of fostering a meaningful learning environment that enhances student motivation and improves learning outcomes. Classcraft, as a notable example, offers a platform for educators to captivate students through gamified learning experiences and immersive role-playing. This study conducts a scoping review to investigate research findings about the effectiveness of Classcraft, specifically focusing on its gamification elements, within the realm of English instruction. The review encompasses articles published between 2018 and 2023, following the comprehensive five-stage framework outlined by Arksey and O’Malley (2005). The key revelation of this scoping review underscores the advantages of integrating Classcraft to establish an immersive gamified learning environment in the context of English instruction. The insights derived from this review hold particular significance for instructional designers operating in higher education settings.
EXPLORING THE IMPLEMENTATION OF TRANSLANGUAGING APPROACH IN BILINGUAL SCHOOL: A CASE STUDY Ramadhani, Dita Ariyantika; Achmad, Sarifah; Armanda, Muhamad Laudy
English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 4 No. 1 (2024): ETJaR, Vol. 4 No. 1 June 2024
Publisher : Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55148/etjar.v4i1.1050

Abstract

The necessity to promote multilingualism and cultural competence in educational settings has grown substantially in our contemporary globalized society. The phenomenon is referred to the translanguaging approach, and it is commonly applied in bilingual schools. This approach has been implemented in various contexts, particularly in English for Young Learners (EYL) programs. However, study on translanguaging as it applies to elementary-level bilingual education remains scarce. The issue lies in the traditional segmentation of languages in bilingual education systems, which frequently disregards the possible advantages of utilizing the complete linguistic repertoire of students. The main objective of this study is to investigate the efficacy of a translanguaging approach within a particular bilingual elementary school setting. Data will be collected via a qualitative case study method that includes student feedback, teacher interviews, and classroom observations. This research approach intends to provide valuable insights into the practical aspects and obstacles associated with the implementation of translanguaging practices. Insights from teacher interviews revealed the benefits of translanguaging in a bilingual environment. In addition to contributing to the ongoing discussion on effective language pedagogy, this study emphasizes the significance of embracing linguistic diversity in EYL.
Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective Widora, Intan; Armanda, Muhamad Laudy; Yulia, Yuyun; Manullang, Agatha Christiyanti
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13338

Abstract

The proliferation of mobile learning has introduced a wide range of educational apps and flexible learning supports, extending education beyond traditional constraints of time and location. While mobile learning has proven effective for language acquisition, its potential extends into areas of digital engagement critical to modern education. Differentiated instruction, essential for personalized learning, can particularly benefit from mobile learning platforms, as demonstrated in this study’s focus on viewing skills, a component highlighted in Indonesia’s Independent Curriculum but less explored in research. This qualitative study reflects on English teachers' experiences using mobile learning to teach viewing skills to secondary students across Indonesia, utilizing interviews, focus groups, and digital artefacts to gather insights. Findings reveal that mobile learning facilitates differentiated instruction in viewing skills, fosters student motivation and critical thinking, enhances digital literacy, and requires teacher strategies to mitigate distractions. These results suggest that structured mobile learning integration can effectively promote differentiated learning across diverse skills, offering educators a flexible tool for skill-specific instruction.
Unveiling EFL students’ views on gamified learning experience: A survey study Armanda, Muhamad Laudy; Priyana, Joko
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28825

Abstract

Gamification has gained power in education for its potential to boost student motivation through engaging, game-like experiences. However, the specific dimensions driving its effectiveness in language learning remain underexplored. This study investigates English as a Foreign Language (EFL) students’ perceptions of gamified learning tools (e.g., Classcraft, Kahoot! Quizizz, Duolingo) in enhancing their English acquisition. A cross-sectional survey design was employed, utilizing the GAMEFULQUEST online questionnaire to capture immediate responses from 155 EFL students at a state university in Central Java, Indonesia. Participants, selected via purposive sampling, had experience with gamified learning platforms inside and outside the classroom. Findings revealed high satisfaction across all seven dimensions of the gamified experience, with no significant variations by gender or age. These results highlight the universal appeal of gamification in EFL contexts and provide a foundation for future research.
Revealing students’ social-emotional competence of the English education department Armanda, Muhamad Laudy; Widyantoro, Agus
LITERA Vol. 24 No. 1: LITERA (MARCH 2025)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v24i1.77277

Abstract

Beyond equipping pedagogical competence, English Education students are increasingly expected to navigate diverse classroom environments, cultivating social and emotional competence (SEC) to confront cultural sensitivity in today’s 21st century. SEC is crucial for pre-service teachers as they prepare to educate future generations. Although extensive research has been carried out on SEC in foreign language learners, no study portrays English Education students’ SEC across programs. Through a quantitative survey research design, this study investigates the perceived levels of English Education students’ SEC and measures to what extent their levels vary according to their gender and education levels. A questionnaire survey of the social-emotional foreign language learning scale (SEFLLS) was distributed to the participants. Descriptive analyses (mean, standard deviation) and inferential statistics (Mann-Whitney U test) were conducted to analyze the data. The significant findings highlighted that English education students have high levels of overall social-emotional competence in both programs. Besides, findings indicated no significant difference based on participants’ gender in their SEC and dimensions. Similarly, no significant differences were found between participants’ education levels regarding their self-regulation and social relations. Yet, a significant difference was detected in the decision-making dimension and overall SEC. Subsequent studies could examine SEC factors across different cultures or socioeconomic levels in the context of language learning.
EXPLORING THE IMPLEMENTATION OF TRANSLANGUAGING APPROACH IN BILINGUAL SCHOOL: A CASE STUDY Ramadhani, Dita Ariyantika; Achmad, Sarifah; Armanda, Muhamad Laudy
English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 4 No. 1 (2024): ETJaR, Vol. 4 No. 1 June 2024
Publisher : Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55148/etjar.v4i1.1050

Abstract

The necessity to promote multilingualism and cultural competence in educational settings has grown substantially in our contemporary globalized society. The phenomenon is referred to the translanguaging approach, and it is commonly applied in bilingual schools. This approach has been implemented in various contexts, particularly in English for Young Learners (EYL) programs. However, study on translanguaging as it applies to elementary-level bilingual education remains scarce. The issue lies in the traditional segmentation of languages in bilingual education systems, which frequently disregards the possible advantages of utilizing the complete linguistic repertoire of students. The main objective of this study is to investigate the efficacy of a translanguaging approach within a particular bilingual elementary school setting. Data will be collected via a qualitative case study method that includes student feedback, teacher interviews, and classroom observations. This research approach intends to provide valuable insights into the practical aspects and obstacles associated with the implementation of translanguaging practices. Insights from teacher interviews revealed the benefits of translanguaging in a bilingual environment. In addition to contributing to the ongoing discussion on effective language pedagogy, this study emphasizes the significance of embracing linguistic diversity in EYL.
Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective Widora, Intan; Armanda, Muhamad Laudy; Yulia, Yuyun; Manullang, Agatha Christiyanti
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13338

Abstract

The proliferation of mobile learning has introduced a wide range of educational apps and flexible learning supports, extending education beyond traditional constraints of time and location. While mobile learning has proven effective for language acquisition, its potential extends into areas of digital engagement critical to modern education. Differentiated instruction, essential for personalized learning, can particularly benefit from mobile learning platforms, as demonstrated in this study’s focus on viewing skills, a component highlighted in Indonesia’s Independent Curriculum but less explored in research. This qualitative study reflects on English teachers' experiences using mobile learning to teach viewing skills to secondary students across Indonesia, utilizing interviews, focus groups, and digital artefacts to gather insights. Findings reveal that mobile learning facilitates differentiated instruction in viewing skills, fosters student motivation and critical thinking, enhances digital literacy, and requires teacher strategies to mitigate distractions. These results suggest that structured mobile learning integration can effectively promote differentiated learning across diverse skills, offering educators a flexible tool for skill-specific instruction.
Developing Zoonoses-Themed Reading Materials for EFL Students Within the Emancipated Curriculum Framework Armanda, Muhamad Laudy; Waly, Muchamad Muchibbuddin; Andika, Jeffri Dian; Pratiwi, Dwiyani; Yulia, Yuyun
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13810

Abstract

Although the notion of establishing global education has existed since the early 21st Century, the majority of current EFL textbooks neglect global issues as teaching content. However, existing studies on the implementation of the current Emancipated Curriculum have yet to incorporate authentic materials related to these topics, which remain significantly underexplored. In such a manner, this study introduced a supplementary reading material integrated with zoonoses topic as a part of global health issues nowadays. Utilizing a mixed-method approach to accomplish an ADDIE model, the study presents clear DBR stages. Various instruments, such as questionnaires, interviews, tests, and digital artifacts, were used. Half of the student population was obtained as samples (N=63), and an English teacher participated in this study. The major findings underscore the significant difference in the experiment group students’ reading skills based on t-value (7.011) > α (0.05). To a certain extent, user responses (88%) and module evaluation (95%) toward the product were considered very worthy or eligible to be employed for teaching reading in English classrooms. Apart from the empirical evidence, the study offers practical insights for English teachers in similar areas, highlighting the potential of proposing global issue topics to bridge the students' knowledge, skills, and awareness of real-world situations. Shortly, this will contribute valuable direction for the future development of English teaching materials. 
Co-Authors Achmad, Sarifah Agus Widyantoro Ali Imron Andika, Jeffri Dian Atsani Wulansari Dwiyani Pratiwi Joko Priyana Manullang, Agatha Christiyanti Nugraheni, Annisrina Fajri Ramadhani, Dita Ariyantika Waly, Muchamad Muchibbuddin Widora, Intan Yuyun Yulia