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All Journal Indonesian Journal of Electrical Engineering and Computer Science Inspiring: English Education Journal Journal of Education Research Jurnal Masyarakat Madani Indonesia Research and Innovation in Applied Linguistics
De Vega, Nofvia
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences

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Approaches and MALL Integrated with the Teaching of English at the Selected Asian Universities De Vega, Nofvia; Basri, Muhammad; Nur, Sahril
Journal of Education Research Vol. 4 No. 3 (2023)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v4i3.336

Abstract

Tujuan utama dari penelitian tinjauan komprehensif ini adalah untuk mensintesis temuan penelitian tentang pemanfaatan Mobile-Assisted Language Learning atau MALL dalam pendekatan pedagogis, metode pengumpulan data, dan fokus penelitian. Penelitian ini memberikan gambaran luas tentang aplikasi MALL dalam pembelajaran dan pengajaran bahasa, menyoroti efektivitasnya dan area yang perlu ditingkatkan. Dalam hal metodologi, penelitian ini mengadopsi pendekatan tinjauan literatur sistematis untuk menganalisis berbagai studi tentang MALL. Artikel-artikel tersebut dikategorikan berdasarkan pendekatan pedagogis mereka pembelajaran berbasis tugas, pengajaran bahasa komunikatif, perilaku, metode pengumpulan data atau kuesioner, tes, wawancara, diskusi kelompok forum, observasi, dan fokus penelitian yang terkait. Studi yang dipilih menggunakan berbagai pendekatan pedagogis termasuk pembelajaran berbasis tugas dengan sembilan peserta menjadi jumlah yang paling signifikan. Data dikumpulkan melalui berbagai cara seperti kuesioner dengan tiga puluh sembilan artikel. Beberapa permasalahan penelitian ini juga diidentifikasi yang berkisar seputar masalah literasi teknis dan digital. Hasilnya menunjukkan bahwa MALL efektif dalam meningkatkan pemerolehan bahasa ketika diimplementasikan dengan benar dalam kerangka pedagogis yang sesuai. Namun demikian juga mengungkapkan tantangan seperti perlakuan tidak sama antara kelompok kontrol dan eksperimental di beberapa studi serta kesulitan teknis yang dihadapi oleh peserta didik. Makalah ini menyimpulkan bahwa meskipun MALL menawarkan peluang menjanjikan untuk meningkatkan pembelajaran bahasa; para pendidik perlu mempertimbangkan tantangan-tantangan tersebut saat merancang strategi instruksional mereka. Penelitian selanjutnya dapat fokus pada mengukur dimensi otonomi peserta didik secara empiris dalam konteks MALL atau menjajaki cara-cara untuk mengatasi tantangan-tantangan yang telah teridentifikasi untuk implementasi teknologi mobile lebih efektif di kelas-kelas bahasa.  
Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms De Vega, Nofvia; Rahayu
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.6611

Abstract

This study explored the experiences of students with technology-integrated English language instruction at two Indonesian universities, Universitas Borneo Tarakan (UBT) and Universitas Sawerigading Makassar (UNSA). The primary aim was to understand the influence of perceived autonomy, competence, relatedness, and motivation levels on English language learning outcomes. Utilizing a mixed-methods approach that combined survey data and thematic analysis of interviews, we found that students generally reported high levels of these factors. Minor differences were observed between UBT and UNSA in terms of perceived autonomy and competence-relatedness. Positive correlations were identified between these factors and improved performance in English language learning; for example, autonomy positively correlated with English learning outcomes (r = 0.60*), as did competence (r = 0.65*), relatedness (r = 0.62*), and motivation levels (r = 0.70*). These findings highlight the importance of fostering learners' sense of autonomy, competence building, and relatedness in technology-enhanced instruction settings to promote intrinsic motivation according to Self-Determination Theory (SDT). Further research is recommended to explore other potential influencing factors such as individual attitudes towards technology or external factors like teaching quality or course design.
Nursing Students' Narrative Text Writing Improvement with Animation Video VALEN, Yuniarti Rherhe; DE VEGA, Nofvia
Research and Innovation in Applied Linguistics Vol. 1 No. 1 (2023): [February]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial-ej.v1i1.3750

Abstract

The purpose of this study was to determine if the animation video can enhance students' narrative writing skills at Universitas Borneo Tarakan. This research employed Classroom Action Research as its methodology (CAR). In this study, there were 21 of the sample. An observation checklist, an interview, and a writing test were used in this study. In this study, there were two success criteria. First, students should get at least a 75.0 on their writing assignments. Second, class participation and instructor engagement must both total 80. In this study, the researcher did the analysis of the data using a combination of different methods. Quantitative data analysis was used to evaluate the results of the written tests, while qualitative data analysis was used to evaluate the results of the observation checklist and interviews. This study found that the use of animated videos led to a rise in students' writing scores between the first and second cycles of instruction. Attendance at the first meeting was 33%, and at the second it was at 57%. The attendance rates for the first and second meetings of the second cycle were 52% and 76%, respectively. The outcome of the observation checklist demonstrates the improvement, which can also be seen for itself. Based on the checklist of observable behaviors, it was clear that the training had been effective. From what we can gather from the interviews, using animation videos in the classroom is beneficial and makes both teachers and students happy. The results of this study suggest that having students practice their writing skills with the aid of animated videos can help them achieve better results.
Expanding Research Horizons: Exploring Less Frequently Used Research Methodologies in Applied Linguistics DE VEGA, Nofvia; ARIFIN, Arifin; RAHMAN, Andi Dhiyaul; ABIYYU, Raihan Langgeng
Research and Innovation in Applied Linguistics Vol. 3 No. 1 (2025): [February]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i1.5349

Abstract

The book Less Frequently Used Research Methodologies in Applied Linguistics, edited by A. Mehdi Riazi, explores underutilized research methodologies that offer fresh perspectives in applied linguistics. The book presents a range of approaches, including the multiperspectival approach (MPA), multimodal analysis, conversation analysis, grounded theory, phenomenology, narrative inquiry, and the repertory grid technique. Each chapter provides both theoretical foundations and practical applications, such as MPA’s use in art and design communication, multimodal analysis in embodied teaching and textbooks, and conversation analysis in studying avoidance strategies. Grounded theory is examined in the context of extensive reading, while phenomenology sheds light on EFL learners’ experiences of maintaining foreign language proficiency. Narrative inquiry is demonstrated through case studies from Senegal, and the repertory grid technique is explored for its potential in linguistic research. The volume concludes with a critical discussion of the challenges and contributions of these lesser-used methodologies, advocating for their broader adoption. By showcasing these alternative approaches, the book serves as a valuable resource for researchers seeking to expand their methodological repertoire in applied linguistics.
Transformasi Pendidikan Bahasa Inggris Untuk Menigkatkan Kemampuan Berbahasa Siswa SMK De Vega, Nofvia; Rafiqa, Syarifa; Ulfaika, Romlah; Gultom, Uli Agustina; Ridwan, Ridwan; Arifin, Arifin; Rianto, Agus
Jurnal Masyarakat Madani Indonesia Vol. 4 No. 3 (2025): Agustus
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/ptc1pm16

Abstract

Kegiatan pengabdian masyarakat ini diselenggarakan di SMK N 1 Tanjung Palas Timur dengan tujuan meningkatkan pemahaman siswa tentang sektor pariwisata dan keterampilan berbahasa Inggris yang diperlukan dalam industri ini. Metode yang digunakan meliputi pemaparan materi, diskusi, dan kegiatan praktis seperti role play dan permainan interaktif yang bertujuan mendorong partisipasi aktif siswa. Hasil dari pengabdian ini menunjukkan peningkatan signifikan dalam keterampilan komunikasi dan pemahaman siswa tentang aspek-aspek pariwisata, termasuk perhotelan dan wisata lokal. Kegiatan ini tidak hanya memberikan pengetahuan teoretis tetapi juga membekali siswa dengan keterampilan praktis yang penting untuk kesiapan mereka di dunia kerja. Dengan pengalaman yang diperoleh, siswa diharapkan lebih percaya diri dalam berinteraksi dengan wisatawan dan dapat berkontribusi pada perkembangan sektor pariwisata di daerah mereka. Pengabdian ini berkontribusi terhadap perkembangan ilmu pengetahuan di bidang pendidikan, khususnya dalam konteks pengajaran bahasa Inggris dan pemahaman sektor pariwisata.
The Impact of Mobile Augmented Reality on Vocabulary Acquisition, Learner Engagement, and Experience in Higher Education DE VEGA, Nofvia; RAFIQA, Syarifa
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5514

Abstract

The primary objectives of this study were to (1) assess the effectiveness of a Mobile Augmented Reality (AR)-based English learning program and (2) provide a human-centered analysis of students lived experiences within this innovative pedagogical setting. This work fills a critical research gap where much of the existing literature on AR in language learning emphasizes quantifiable results at the expense of students' subjective experiences and challenges. Utilizing a convergent parallel mixed-methods design, this study quantified English proficiency improvements and explored student experiences (interviews/observations). 173 diverse students engaged with a Mobile AR program featuring interactive 3D visualizations and customized content to enhance overall English, vocabulary, and grammar skills. The primary outcomes revealed a statistically significant and practically substantial positive impact of the AR intervention across all English language proficiency measures (p < 0.001; Cohen's d > 1.95; N-gain 0.74-0.75). Qualitative findings indicated that Mobile AR significantly enhanced comprehension through visualization, substantially increased learning interest and immersion, and fostered a deeper understanding of English's practical relevance through major-specific content. However, students reported challenges, notably technical issues such as device compatibility problems and occasional unstable internet connectivity. Future research should prioritize optimizing AR integration strategies and infrastructure development for wider, sustainable pedagogical application
Effective vocabulary learning through augmented and virtual reality technologies Arifin, Arifin; De Vega, Nofvia; Rafiqa, Syarifa
Indonesian Journal of Electrical Engineering and Computer Science Vol 39, No 3: September 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijeecs.v39.i3.pp1855-1864

Abstract

This study investigates the role of augmented reality (AR) and virtual reality (VR) technologies in enhancing vocabulary learning achievement among students. It addresses the need for innovative instructional methods that improve engagement and retention compared to traditional approaches. Utilizing a survey-based quantitative design supplemented by qualitative interviews, the research involved 220 participants from diverse educational backgrounds, providing a robust dataset for analyzing the impact of these immersive technologies on vocabulary acquisition. Structured questionnaires assessed engagement levels, learning outcomes, and user experiences with AR and VR applications designed explicitly for vocabulary enhancement. The findings reveal that 75% of participants reported improved vocabulary retention, highlighting the interactive nature of AR and VR as a significant factor influencing student attitudes toward vocabulary learning. The study concludes contextualized learning scenarios with interactive features are more effective than passive learning environments. Additionally, it suggests future research directions, including developing personalized learning paths and integrating collaborative features to enhance group learning experiences. The implications for educators emphasize the potential of AR and VR technologies to transform vocabulary instruction and foster deeper engagement among learners.
Co-Authors Abiyyu, Raihan Langgeng Agus Rianto Arifin Arifin Muhammad Basri Rafiqa, Syarifa Rahayu RAHMAN, Andi Dhiyaul Ridwan, Ridwan Sahril Nur Ulfaika, Romlah Uli Agustina Gultom, Uli Agustina VALEN, Yuniarti Rherhe