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All Journal Indonesian EFL Journal JEPAL (Journal of English Pedagogy and Applied Linguistics) INCOME: Indonesian Journal of Community Service and Engagement Indonesian EFL Journal
Vina Aini Salsabila
Universitas Suryakancana
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
THE MERITS OF QUIZLET FOR VOCABULARY LEARNING AT TERTIARY LEVEL Agung Ginanjar Anjaniputra; Vina Aini Salsabila
Indonesian EFL Journal Vol 4, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i2.1370

Abstract

Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners’ engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners’ learning experiences, eventually fulfilling the learners’ demand of the 21st century.Keywords: Vocabulary learning; Quizlet; learner engagement; CALL
THE TEACHING OF WRITING RECOUNT TEXTS BY UTILIZING PADLET Asep Saepuloh; Vina Aini Salsabila
Indonesian EFL Journal Vol 6, No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i1.2637

Abstract

Writing has always been beneficial for those who master it. Albeit its virtues, it is subject to investigation due to issues concerning its derisory tasks, its complexity, and its arid learning activities. Based upon the issues, this study is aimed at portraying how English teachers teach students writing recount texts by integrating Padlet into their classroom. Involving one English teacher and a class of 25 students, this study obtained the data through observation of four class meetings. The data were then analyzed qualitatively to depict thoroughly the teaching practice of the teacher as Padlet was deployed in the classroom. The analysis resulted in findings vis-à-vis the integration of Padlet and the teacher’s ways of integrating Padlet, that the integration of technology is categorized into some levels. The findings to some extent conform to previous studies that the integration of technology has been prevalent among English teaching in general. It is therefore suggested that teachers maintain the integration of technology while keep on fostering the accompanying capability of integrating it. Keywords: writing; recount texts; Padlet; technology integration; digital teaching media.
Students’ Responses on The Implementation of Virtual Reality in Teaching Vocabulary Vina Aini Salsabila; Mila Malia Shalwan
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 4 No. 1 (2023)
Publisher : Ma'soem University

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

Abstract

Vocabulary is one of the elements of language that is crucial. Lack of vocabulary can lead to students’ inability to listen, read, write, and speak well. The aims of this study are to investigate students’ responses on the implementation of Virtual Reality in teaching vocabulary. The participants of this study were six students in eighth grade of a Junior High School in Cianjur. This research applied a qualitative method using questionnaire as an instrument for gaining the data. The findings show that Virtual Reality was perceived variously by the students. The students declared virtual reality as a supportive device, a user-friendly application, and provision of an immersive experience which make them learn vocabulary authentically. However, the students faced some challenges during the learning process including the limitation of supportive device and the negative physical effect such as feeling dizzy and getting headache.
Training of Digital Learning Resources for Islamic School Teachers: A Community Service Elis Homsini Maolida; Vina Aini Salsabila; Anisa Sofarini; Nia Kurniawati
INCOME: Indonesian Journal of Community Service and Engagement Vol 5 No 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i2.1996

Abstract

The use of digital tools has become an integral part of teaching and learning at various levels of education. Rapid developments in digital technology have opened the door to creating more interacting, engaging, and effective learning tools. Teachers, as the main agents in imparting knowledge, are in need of understanding and integrating digital-based learning media in the teaching and learning process. With this in mind, this training initiative addresses the pressing need for modernizing pedagogical approaches in the educational system in the Islamic schools. The training aims to bridge the gap between traditional teaching methods and contemporary educational tools, fostering a more engaging and inclusive learning environment. The 50 teachers from Madrasah Ibtidaiyah (MI) , Tsanawiyah (MTs), and Aliyah (MA) Asy-Syifa, participated in this training. The face-to-face training, held on November 2, 2023, comprised several sessions: a session of digital literacy sharing, followed by acquainting participants with the LearningApps, exploration of Canva features for creating and designing learning materials, as well as photo and video editing Kinemaster application, providing insight into the digitalization of students’ learning products. Each session concluded with hands-on practice, allowing teachers to experience the apps firsthand. The final session prioritized reflection, prompting participants to contemplate their training takeaways and strategize how they would apply newfound knowledge and skills in practical teaching contexts. The evaluation showed that the training met its intended goals. Consistent attendance across all sessions, active involvement, positive responses, and the submission of digital teaching artifacts demonstrated strong engagement and positive learning outcomes.
THE INTERPLAY OF REFLECTION AND COLLABORATION IN FLIPPED CLASSES TO NURTURE EFL PRE-SERVICE TEACHERS’ TPACK DEVELOPMENT Elis Maolida; Anisa Sofarini; Vina Aini Salsabila
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.82

Abstract

While many studies explore the use of reflection and collaboration in supporting pre-service teachers’ learning, little is known about the integration of both strategies, particularly when tailored to foster technological pedagogical content knowledge (TPACK) development among EFL pre-service teachers. This study investigates the integration of reflection and collaboration in a flipped classroom format and examines Indonesian EFL pre-service teachers’(PSTs) perceptions of how this integration nurtures their TPACK development. Participants included a lecturer and 42 PSTs from Technology Enhanced Language Learning (TELL) class. Data were gathered through classroom observations, syllabus, and interviews with the lecturer and PSTs. The findings reveal that the lecturer facilitated PSTs’ reflection on educational technologies through a variety of reflective activities, integrated with collaborative tasks. Those intertwined practices were embraced by the PSTs and were reported to help them identify the affordances and limitations of technologies in teaching English, select suitable tools to achieve specific learning objectives, and enhance their skills in designing lessons that integrate technology, content, and appropriate teaching methods. Despite those positive perceptions, challenges such as English language barriers, diverse PST characteristics, technical issues (e.g., internet connectivity), and time constraints were identified.
Co-Authors Agung Ginanjar Anjaniputra Asep Saepuloh Elis Homsini Maolida Elis Maolida Mila Malia Shalwan Nia Kurniawati