Articles
<![CDATA[Generative Artificial Intelligence in English Instruction: Indonesian EFL Vocational High School Teachers' Perspectives ]]>
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i3.14190
<![CDATA[Generative artificial intelligence (Gen-AI) tools havebeen widely used in English teaching and learning. However, in the context of EFL teachers in vocational high schools, not all the teachers are aware of the potential of Gen-AI for English instruction. This study aims to address the gap identified in previous research by investigating Indonesian EFL teachers' perceptions and challenges of integrating Gen-AI into their classrooms. The participants of this study were 37 EFL teachers from diverse vocational high schools in Eastern Jakarta, Indonesia. This study employed a sequential explanatory mixed-methods design, combining quantitative and qualitative data. A cross-sectional survey was conducted to identify the perceptions of teachers and the challenges they face when integrating Gen-AI in their teaching practices. A semi-structured interview was conducted with a subset of participants to gather qualitative data on their experiences and challenges in utilizing Gen-AI. The results of the survey reveal positive perceptionsamong EFL teachers regarding the use of Gen-AI in English classes (Mean=4.00, SD=0.53). The findings also reveal that teachers are confident and willing to adopt Gen-AI tools (Mean=3.92, SD=0.49) acknowledging their ease of use and practicality in daily teaching practices (Mean=3.92, SD=0.60) and aligning with industry-specific needs (Mean=3.95, SD=0.52).The study underscores the need for equitable access and professional development to support the effective use of Gen-AI in vocational EFL context, ultimately enabling more innovative and future-ready English instruction.]]>
<![CDATA[Utilization of the Let’s Read application in promoting primary school students’ literacy ]]>
<![CDATA[Salsabila, Humaira Azka]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v6i2.4820
<![CDATA[This study is motivated by the low interest and reading literacy skills of primary school students in Indonesia, which is a significant challenge in the world of education. This study aims to investigate the effectiveness of using the Let's Read application in improving reading literacy and to describe students' perceptions of the application. The participants were 60 fifth-grade students at a public primary school in Eastern Jakarta selected using purposive sampling. The research method used a mixed methods approach, with quantitative data collected through questionnaires and a reading test, and qualitative data through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistical tests, while qualitative data were analyzed thematically. The results showed that the Let's Read app positively contributed to improving students' interest, reading comprehension, and learning motivation. However, the difference in scores between the experimental and control groups was not statistically significant. The implication of this study shows that digital technology integration, such as Let's Read, needs to be further developed with more interactive features to improve the effectiveness of literacy learning in primary schools.]]>
<![CDATA[Pelatihan Bahasa Inggris bagi Masyarakat Kawasan Wisata Berbasis Alam dan Budaya Betawi di PBB Setu Babakan Jakarta ]]>
<![CDATA[Silih Warni]]>;
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Jurnal Pengabdian UNDIKMA Vol. 3 No. 1 (2022): May ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jpu.v3i1.4940
<![CDATA[The purpose of this community service program is to improve the English competence of the community in the Setu Babakan Betawi Cultural and Natural-based Village, Jakarta. The English training is part of the efforts to pioneer English villages in the tourist destination area. This activity was carried out using a training method with English needs analysis and problems faced by the community related to English mastery through interviews, observations, tests and questionnaires as well as to develop English teaching materials for the surrounding community. This service involves community mobilizers, the manager of the Setu Babakan Betawi Cultural Village and the village community, especially teenagers who are active in youth organizations. The results of this activity show the passion and enthusiasm of the community to learn English and improve the community's self-confidence as well as their English speaking skills in the context of daily conversation in the Setu Babakan Area. Thus, it is very important to do sustainable English training in response to initiate English village.]]>
<![CDATA[Implementation of Communication in Increasing motivation for diversity based on an independent curriculum at the University in the Merdeka Student Exchange Program ]]>
<![CDATA[Fatayan, Arum]]>;
<![CDATA[Apoko, Tri Wintolo]]>;
<![CDATA[Hendriana, Benny]]>;
<![CDATA[Handayani, Isnaini]]>;
<![CDATA[Irdalisa]]>;
<![CDATA[Hanif, Isa Faqihuddin]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol. 9 No. 1 (2025): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jppsh.v9i1.95621
<![CDATA[Indonesia has high cultural diversity, but this diversity often becomes a challenge in communication between individuals from different cultural backgrounds. Based on these problems, this study aims to analyze and improve students' diversity motivation by implementing the Independent Student Exchange Program (PMM) as part of universities' Independent Learning Independent Campus (MBKM) policy. This study uses a descriptive method with a quantitative approach. The subjects in this study were 103 PMM student participants from various universities in Indonesia. Data were collected through a questionnaire with an assessment scale to measure students' level of diversity motivation. The results of the data analysis showed that the PMM program succeeded in creating a significant cross-cultural learning experience, marked by an average questionnaire score of 95%. This program encourages students to respect cultural differences, strengthen a sense of unity, and foster an inclusive attitude. The conclusion of this study shows that the Independent Student Exchange Program effectively increases diversity motivation among students. The implications of this study underline the importance of integrating diversity values in the independent curriculum to form adaptive and tolerant student characters in facing the challenges of the era of globalization and the Industrial Revolution 4.0.]]>
<![CDATA[Improving speaking skill through hypno-teaching in Islamic boarding school ]]>
<![CDATA[Apoko, Tri Wintolo]]>;
<![CDATA[Yusuf, Maulana]]>
<![CDATA[ Journal of Applied Studies in Language Vol. 7 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[Politeknik Negeri Bali ]]>
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DOI: 10.31940/jasl.v7i2.236-245
<![CDATA[This study investigates the potential of e-portfolios to enhance vocabulary mastery and speaking ability in non-English as Foreign Language (EFL) students. Specifically, it explores the impact of e-portfolios on vocabulary acquisition, speaking fluency, and pronunciation accuracy in a non-EFL setting. The study employs a mixed-methods approach. A quantitative design with pre- and post-intervention tests measures vocabulary knowledge and speaking skills. A qualitative strand uses interviews and document analysis to explore students' perceptions and experiences with e-portfolios. Sixty non-EFL students are randomly assigned to an experimental group using e-portfolios and a control group receiving traditional instruction. Quantitative data is analysed using statistical tests to compare pre- and post-intervention performance between groups. Qualitative data is thematically analysed to identify emergent themes related to students' experiences with e-portfolios. The study expects to demonstrate that e-portfolios can effectively enhance vocabulary mastery and speaking ability in non-EFL students. Findings will contribute to the understanding of e-portfolio implementation in non-EFL contexts and inform pedagogical practices for improving vocabulary speaking skills. This study stands out by investigating the efficacy of e-portfolios in a non-EFL setting, addressing a gap in existing research. Additionally, the mixed-methods approach provides a comprehensive understanding of the impact of e-portfolios on both learning outcomes and learner experiences.]]>
<![CDATA[A Training on The Utilization of Generative Artificial Intelligence in English Learning for EFL Teachers of Vocational High Schools ]]>
<![CDATA[Apoko, Tri Wintolo]]>;
<![CDATA[Martriwati, Martriwati]]>;
<![CDATA[Saputra, Dimas Abimanyu]]>
<![CDATA[ Jurnal Pengabdian UNDIKMA Vol. 6 No. 2 (2025): May ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jpu.v6i2.13840
<![CDATA[This community service aims to implement the utilization of Gen-AI in English learning for EFL teachers of vocational high schools to improve the teachers’ technological competence as well as to unveil their interest in participating in the training. The community service method was training and simulation. The participants of this training were 35 EFL teachers of state and private vocational high schools located in Eastern Jakarta, Indonesia. The data collection was derived from a Google form questionnaire. The quantitative data were then analyzed descriptively by presenting the percentages, and the written reflections were analyzed by data condensation, display, and conclusion. The results of the training showed that most participants felt enjoyable taking part in the program, describing its practicality, its relevance, their confidence, and contributing to higher motivation. Therefore, it could be recommended that EFL teachers should practice using more relevant Gen-AI tools to improve teaching and learning, their confidence, and have more joyful situations in class.]]>
<![CDATA[Self-Confidence and Speaking Skills for Lower Secondary School Students: A Correlation Study ]]>
<![CDATA[Aulia, Nisa Arifa Nurul]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5641
<![CDATA[Self-confidence is a trait that can evoke an attitude to have positive, idealistic, and optimistic thoughts about abilities. Even though there are frequent interactions between teachers and students with English in class, students still feel less confident when speaking in front of their classmates. The study was aimed to investigate the relationship between EFL students' self-confidence and their speaking skills at SMPIT Al Muchtar. The type of this study is quantitative design. The IBM SPSS Statistics application with 24 version was used to calculate. The population taken was all the eighth grade students which consisted of 108 students. There were 30 students taken using the purposive sampling technique as the respondents comprising 22 females and 8 males. Two instruments were used to collect the data, namely: a questionnaire for measuring students’ self-confidence and speaking test used for speaking skills. After the data was obtained, the researcher analyzed the correlation data. It was found that there was a positive relationship between EFL students' self-confidence and speaking skills at SMPIT Al Muchtar. This proved that Ha was accepted and Ho was rejected because 0.548 > 0.361 with a significance value of 5%. In conclusion, there was a fairly significant relationship between self-confidence and speaking skill.]]>
<![CDATA[The Correlation Between Students’ Learning Anxiety and Speaking Skills in Lower Secondary School ]]>
<![CDATA[Syahbani, Dessy Mutiara]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8162
<![CDATA[Speaking skill, which involves the ability to communicate orally, demands self-confidence and composure when interacting with others. Furthermore, speaking in the English language poses a significant challenge for many students, often inducing nerves and anxiety. The purpose of this research was to examine the correlation between students' learning anxiety and their speaking skills at the lower secondary school level. To investigate this relationship, a quantitative research approach with a correlation design was adopted. The data collection involved the administration of a questionnaire (FLCAS) to assess students' learning anxiety and an English-speaking test to evaluate their speaking skills. The questionnaire used in this study was adapted from the work of Horwitz et al. (1986) to measure students' learning anxiety. The collected data were analyzed using the SPSS Program version 25. The target population for this English-speaking of all second-grade students, totaling 102 individuals. Through simple random sampling, 41 students were selected as respondents. The analysis of the data yielded results indicating the acceptance of the alternative hypothesis (Hi) and the rejection of the null hypothesis (H0) (0.046 < 0.05). Thus, the findings suggest a significant correlation between students' learning anxiety and their speaking skills. In summary, the research findings support the existence of a relationship between students' learning anxiety and their proficiency in speaking skills. The study contributes to the understanding of the challenges faced by students in developing their speaking abilities, particularly in the context of English language learning.]]>
<![CDATA[Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students ]]>
<![CDATA[Rosyada-AS, Amrina]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8404
<![CDATA[Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.]]>
<![CDATA[The Utilization of Online Games to Enhance Students’ Vocabulary Mastery in Senior High School ]]>
<![CDATA[Aulia, Rafida Putri]]>;
<![CDATA[Laksana, Kusuma Nata]]>;
<![CDATA[Maulida, Sarah]]>;
<![CDATA[Rahman, Faizahani Ab]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i1.9617
<![CDATA[Language learning, particularly vocabulary development, is crucial in mastering English as a foreign language. However, teaching vocabulary effectively can be challenging, and traditional methods like memorization may not always be engaging for students. The study aims to explore the impact of using popular online games, such as Mobile Legends, PUBG Mobile, League of Legends, and Minecraft on students' vocabulary mastery. A qualitative research design was employed, involving structured interviews and focus group discussions with eight students from a senior high school in Jakarta. The findings revealed that online games provided an immersive and enjoyable environment for vocabulary enrichment, offering both direct and indirect opportunities to encounter new words and phrases. The study demonstrated that online games could positively influence students' motivation and interest in learning English vocabulary, resulting in improvements in their language skills. It is then suggested that students should practice using English by utilizing online games relevant to the promotion of their English vocabulary mastery.]]>
