Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Journal of English Language Teaching and Linguistics ELOQUENCE: Journal of Foreign Language
Luthfiyah, Endah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring Senior High School Students’ Perceptions of Multimodality in ELT Luthfiyah, Endah; Mulatsih, Devi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1571

Abstract

The implementation of multimodal approaches in English Language Teaching (ELT) has been increasingly recognized for its ability to enhance student engagement and comprehension. However, few studies have explored how students perceive specific multimodal elements—such as audio/video, visual design, voice and facial expression, gesture, and spatial position—in authentic classroom contexts, particularly at the high school level in Indonesia. This study aims to investigate high school students’ perceptions of the use of multimodality in ELT also the benefits and challenges they experience from each element. This study used a qualitative descriptive research design, that data were collected from 30 senior high school students through closed- and open-ended questionnaires. Thematic analysis was used to interpret both quantitative and qualitative responses. The results showed that the most preferred elements of multimodality were audio/video, followed by visual design, voice and facial expression, movement, and spatial position. The benefits felt by learners were that it improved comprehension and helped them to focus in class. However, some challenges were also reported, including technical constraints (e.g., internet instability, unclear audio), fast audio delivery, and excessive teacher gestures, which disrupted students' concentration. This study emphasizes that a carefully designed multimodal approach can create a more inclusive and engaging learning environment. Implications for educators include strategic integration of multimodal elements, professional development in digital literacy and infrastructure improvements. Future research is recommended to explore the direct impact of multimodal strategies on learning outcomes across different contexts.
Independent Learning in Higher Education: Perspectives and Challenges from EFL Students: Pembelajaran Mandiri di Pendidikan Tinggi: Perspektif dan Tantangan dari Mahasiswa Bahasa Inggris sebagai Bahasa Asing Luthfiyah, Endah; Sukarno
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i2.2848

Abstract

Background: In learning other language, higher education students’ perceptions of independent learning—including their motivations, challenges, strategies, and its impact on achievement—are crucial to investigate. Purpose: This research seeks to elucidate EFL students' motives, obstacles, tactics, and the effects of independent learning from their perspective. Method: A qualitative research design is used in this research. Data is collected through an open-ended questionnaire. The participants are ten first-year postgraduate students enrolled in the Higher Education Study Skills course. Then, open and selective coding are performed to analyse the data. Results and Discussion: The findings show different motivations from participants in their motivations, challenges, strategies, and impact from independent learning. This research also provides the mechanism on how the students manage their challenges to help them achieve learning goals. Various findings related to students’ perceptions invites contention among students. There are positive and negative impacts that come from independent learning. Conclusions and Implications: Revealing EFL higher students’ perspectives can be ended up by conclusion that there are some students’ socio background that can affect their perspectives. These findings implicate postgraduate students, lecturers, and future researchers to fill the blank information from the lecturers’ perspectives, different gender perspectives, or add more statistical data to support the newest research about independent learning in higher education level.
Co-Authors Devi Mulatsih Sukarno