Garuda - Garba Rujukan Digital

MAXIMIZE DIGITAL GAME BASED LEARNING TO TEACH ENGLISH FOR YOUNG LEARNERS: TEACHER’S VIEW Zen, Aida Fitrianah; Rinda
English Language Teaching Journal Vol. 4 No. 2 (2024)
Publisher : Al Qolam University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v4i2.1385

Digital Game-Based Learning (DGBL) has gained significant popularity in Teaching English to Young Learners (TEYL) due to its potential to enhance student engagement and motivation. This article explores the teacher's view of the use of DGBL in TEYL. Several areas of the study such the different of conventional and digtal game for teaching EYL, lesson plan, and the use of Agenda web and duolingo as the digital platform in teaching DGBL obtained from the deepper interview. Support for future research are suggest in the conclusion. Keywords: DGBL, TEYL, Teacher’s view

MAXIMIZE DIGITAL GAME BASED LEARNING TO TEACH ENGLISH FOR YOUNG LEARNERS: TEACHER’S VIEW Zen, Aida Fitrianah; Rinda
English Language Teaching Journal Vol. 4 No. 2 (2024)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v4i2.1385

Digital Game-Based Learning (DGBL) has gained significant popularity in Teaching English to Young Learners (TEYL) due to its potential to enhance student engagement and motivation. This article explores the teacher's view of the use of DGBL in TEYL. Several areas of the study such the different of conventional and digtal game for teaching EYL, lesson plan, and the use of Agenda web and duolingo as the digital platform in teaching DGBL obtained from the deepper interview. Support for future research are suggest in the conclusion. Keywords: DGBL, TEYL, Teacher’s view

Recognition Memory of Vocabulary (RMV) and Reading Comprehension for EFL Learners in A Pesantren-Based Junior Secondary School Prastyo, Hari; Dewi, Agustin Pramita; Al-Hamzi, Ali Mohammed Saleh; Demana, Ndishunwani Vincent; Khikmiyah, Siti; Zen, Aida Fitrianah
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 11(1), May 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v11i1.1016

This research investigates the correlation between recognition memory of vocabulary (RMV) and reading comprehension among eighth-grade English as a Foreign Language (EFL) learners at MTs Favorit Darut Taqwa Dlanggu, Indonesia. Utilizing a mixed-methods research design combining quantitative correlational analysis and qualitative descriptive inquiry, the study engaged 28 participants selected through purposive sampling based on their educational level and prior learning experiences. Data collection was executed through two distinct instruments: a vocabulary recognition memory assessment comprising multiple-choice questions and a reading comprehension evaluation. The findings indicated a statistically significant and exceptionally strong positive correlation between vocabulary recognition memory and reading comprehension (r = 0.976, p < 0.01), thereby illustrating a robust connection between learners’ capacity to recognize previously acquired vocabulary and their performance in comprehension tasks. Nonetheless, the results also imply that vocabulary recognition in isolation does not comprehensively account for reading comprehension, as various reading strategies, including skimming, scanning, and inference-making, were also integral to the students’ comprehension processes. This study underscores the pedagogical significance of amalgamating contextualized vocabulary instruction with explicit training in reading strategies and differentiated instructional methods. The implications of these findings offer valuable pedagogical insights aimed at enhancing English literacy instruction within EFL environments, particularly in Pesantren-based educational institutions.

Teachers’ Reflection towards the Experiences of Teaching English On-Line During Pandemic and Off-Line In New Normal Era Zen, Aida Fitrianah
JETS: Journal of English Teaching Strategies Vol. 1 No. 1 (2022): JETS 2022 Vol 1(1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/jets.v1i1.234

Instructing amid the Covid-19 widespread is challenging for teachers who have never implemented online or virtual learning. There are many challenges occur according to the implementation of remote teaching. It is necessary to comprehend the reflection of teachers‘ performance in online teaching as the contribution for school policy makers to develop teachers’ quality through enhancing technology-based learning. The purpose of this study was to investigate the reflections of teachers on online learning during the pandemic and learning in the new normal. From the results of interviews with several teachers, it is indicated that students’ motivation, the role of parents, an unstable network, supporting devices, the ability to purchase data packages, and geographic location were all shown to be problems during online learning. Furthermore, throughout the pandemic, online learning has an impact on students' English learning achievement, particularly in listening and speaking skills. Teachers also expressed some reflections as a means of improving future learning, such as the need for collaborative efforts between teachers and guidance counselor in motivating and guiding students, the formation of study groups and teacher visits, and the improvement of technology-based learning skills by teachers. It also found that the barriers of teaching in the new normal is students’ low selfdiscipline and the limited time allocation of learning. Moreover, off-line is more effective than online learning. Offline learning encourages students to comprehend learning context better and offers accessibility to the teachers for monitoring the students ‘ learning performance.

Enhancing Students’ Secondary School Speaking Skill Through Storytelling Afrita, Roni; Rinda, Rinda; Zen, Aida Fitrianah
JETS: Journal of English Teaching Strategies Vol. 1 No. 2 (2022): JETS 2022 Vol 1 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

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

The aims of the of this study is to find empirical evidence that storytelling technique can enhance students’ speaking ability at tenth grade of MA Bidayatul Hidayah. The total sample was 40 students. The method used of the research was quasi-experimental. The researcher chose the method because she wanted to know the effectiveness of storytelling technique in enhancing student’s speaking skill. The method used was quantitative. It means the method and instrument involved numerical measurement and then statistical quantification. the students’ speaking skill in experimental class that were given by the treatment through storytelling were improved more effectively than the control group. The conclusion storytelling is effective to be applied in teaching speaking skill. It can develop confidence, vocabulary, grammar, and comprehension.

TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ PERCEPTION TOWARD ENGLISH LEARNING IN THE TAHFIDZ CLASS AT MIN 2 MOJOKERTO Hendrianto, Rama Bintang; Zen, Aida Fitrianah; Rachmania, Rica
JETS: Journal of English Teaching Strategies Vol. 4 No. 1 (2025): JETS 2025 Vol 4 (1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/bf64je31

This study describes the teaching strategies used by the English teacher and the students’ perception of English learning in the Tahfidz class at MIN 2 Mojokerto. The research used a qualitative descriptive method with one English teacher and 28 students as participants. Data were collected through observation, interview, and documentation. The results show that the teacher used group discussion, repetition, direct explanation, translation, and question–answer strategies. These methods were chosen to make learning easier for students whose main focus is Qur’an memorization. Students’ perception was both positive and negative. Most students liked interactive activities such as group work and learning new words, but some felt English was still difficult and sometimes hard to focus on. In conclusion, interactive and group-based strategies are effective for Tahfidz students, but more help is needed when lessons rely on direct explanation.

PLAY, LEARN, AND SPEAK: A NARRATIVE INQUIRY INTO GAMIFIED ENGLISH LEARNING AMONG ADOLESCENTSPLAY, LEARN, AND SPEAK: A NARRATIVE INQUIRY INTO GAMIFIED ENGLISH LEARNING AMONG ADOLESCENTS Zen, Aida Fitrianah
JETS: Journal of English Teaching Strategies Vol. 3 No. 2 (2024): JETS 2024 Vol 3 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/nwfbm320

This study explores how Indonesian adolescents use gamified environments such as Duolingo, Roblox, Minecraft, Memrise, and Kahoot to develop their English speaking skills. Employing a narrative inquiry method, it examines the learners’ experiences, focusing on how digital games contribute to motivation, confidence, and linguistic competence. Participants shared how platforms like Roblox and Minecraft facilitated real-time interaction in English, enhancing fluency and vocabulary. The findings highlight the educational potential of these tools in informal learning contexts and contribute to the broader conversation on digital innovation in language education. Future researchers are encouraged to adopt mixed-method or longitudinal designs to provide deeper insights into causal relationships and track language development over time in diverse educational settings.

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