Garuda - Garba Rujukan Digital

Instagram Usage in Learning English: A Literature Review Rizal Nur Rasyiid; Maulina Maulina; Celso P. ResueÅˆo; Rahmat Nasrullah; Tri Indah Rusli
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

The social media of Instagram, one of the most used mediums to connect online, is used to build relations and correlations among individuals to support long-distance interaction. Educators and researchers often apply it in global contexts for educational purposes like teaching and researching English vocabulary learning. Moreover, vocabulary is essential in order to enhance EFL learnerâ€™s skills. This study presents an analysis of Instagram usage in learning English Vocabulary. The purpose is to analyze how Instagram can assist EFL students in learning vocabulary and investigate whether or not Instagram improves vocabulary comprehension. The authors also review journals taken from several trustworthy sources like Research Gate, Turkish Online Journal of Educational Technology, Arab International English Journal, Springer link, Atlantis press, and Science Direct.

The Utilization of Digital Flashcard in English Vocabulary Learning at Elementary School Ronal Saputra; Maulina Maulina; Rahmat Nasrullah
Jurnal Pendidikan Indonesia Vol. 6 No. 5 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i5.7845

In Indonesia’s elementary education, English vocabulary acquisition remains challenging due to limited exposure and traditional methods. Digital flashcards, recognized for their interactivity and accessibility, offer a potential solution, yet their efficacy in low-resource settings is underexplored. This study investigates the effectiveness of Canva-based digital flashcards in enhancing vocabulary comprehension among Grade I students at SD Negeri 50 Kendari, a school with minimal English proficiency. A pre-experimental one-group pretest-posttest design was employed with 24 students. Pretest and posttest data (10 multiple-choice questions) were analyzed using SPSS 16.0, including paired samples t-tests (α = 0.05). Results showed a significant increase in mean scores from 21.25 (pretest) to 46.25 (posttest) (p = 0.000), confirming digital flashcards’ effectiveness. However, external factors (e.g., motivation) were noted as limitations. The study underscores digital flashcards’ utility in resource-constrained contexts and advocates for further research on long-term retention, multimodal integration, and adaptive technologies. Practical contributions include a replicable model for teachers using Canva to create low-cost, engaging materials.

EFL STUDENTSâ€™ PERCEPTIONS TOWARDS YOUTUBE AS A LANGUAGE LEARNING RESOURCE TO IMPROVE LISTENING SKILLS: OUT OF THE CLASS CONTEXT Sri Ratna Meldayana; Maulina Maulina; Rahmat Nasrullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1278

This study investigates EFL students' perceptions of using YouTube as a language learning resource to improve their English listening skills outside the classroom. Using a qualitative research design, data were collected through open-ended questionnaires and semi-structured interviews with ten of the fourth-semester students. The data was analyzed using thematic analysis. Four main themes emerged from the data: motivation, efficacy, relevance, and attractiveness. Students viewed YouTube as an interestinglistening learning resource that offers a variety of real, flexible, and authentic content that is appropriate for self-directed learning. Because of its user-centered features and inspiring content providers, the platform was determined to be relevant to each student's unique needs, helpful in improving pronunciation and listening comprehension, and encouraging. This study highlights the value of YouTube as an informal yet impactful tool for improving English listening skills. It suggests its integration into language learning practices to support autonomous and interest-driven learning beyond the classroom.

THE ROLE OF CLASSROOM ENVIRONMENT IN DRIVING STUDENTS' MOTIVATION TO LEARN ENGLISH Pelis Petriani; Maulina Maulina; Rahmat Nasrullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1280

This study aims to examine how classroom environment influence studentsâ€™ motivation and comfort in learning at the Advanced Speaking class. Employing a qualitative approach, data were collected through open-ended questionnaires distributed to 14 participants by a Google Form. The responses were analyzed to identify key environmental factors that contribute to studentsâ€™ motivation in language learning. The findings reveal that physical elements such as flexible seating arrangements, adequate lighting, proper ventilation, and the use of multimedia tools play a crucial role in creating a supportive and engaging learning atmosphere. Most respondents reported that a well-organized physical environment enhances their focus, participation, and overall comfort during speaking activities. Social interactions within the classroom, including group discussions and peer collaboration, were also found to significantly boost studentsâ€™ confidence and willingness to speak. Furthermore, emotional support from both teachers and peers contributed to reducing anxiety and fostering a sense of acceptance. These emotional and psychological components were closely linked to an increase in both intrinsic and extrinsic motivation. Overall, the study concludes that a conducive classroom environment encompassing physical layout, social dynamics, and emotional support is essential in motivating students to participate actively in learning advanced speaking course. This current study highlights the need for educators and institutions to consider classroom environment as a strategic factor in designing effective language learning experiences. Future research is recommended to explore more targeted strategies for enhancing students motivation in language classrooms.

Pengembangan Praktik Pembelajaran Bahasa Inggris Berbasis Sosiolinguistik dan Nilai-Nilai Islam Melalui Ethnografi Kelas di Sekolah Dasar Muhammadiyah Labschool Universitas Muhammadiyah Kendari Fitri Handayani; Maulina Maulina; Andi Rachmawati Syarif; Yuliyanah Sain; Rahmat Nasrullah; Andi Hamzah Fansury; Widya Rizky Pratiwi; Radiah Hamid; Khadijah Maming
Jurnal Pengabdian Masyarakat Bangsa Vol. 4 No. 3 (2026): Mei
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v4i3.4398

Kegiatan pengabdian kepada masyarakat ini bertujuan mengembangkan praktik pembelajaran Bahasa Inggris berbasis sosiolinguistik yang terintegrasi dengan nilai-nilai Islam melalui pendekatan etnografi kelas di Sekolah Dasar Muhammadiyah Labschool Universitas Muhammadiyah Kendari. Pelaksanaan kegiatan menggunakan pendekatan edukatif-partisipatif melalui observasi kelas, pendampingan guru, praktik pembelajaran kontekstual, serta pemanfaatan media berbasis budaya dan religius. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara tematik untuk mengidentifikasi pola interaksi bahasa dan integrasi nilai Islam dalam pembelajaran. Hasil kegiatan menunjukkan bahwa pembelajaran kontekstual mampu meningkatkan keterlibatan siswa dalam penggunaan Bahasa Inggris sederhana pada situasi sosial sehari-hari. Integrasi ungkapan religius, kesantunan berbahasa, dan strategi alih kode turut mendukung perkembangan kompetensi komunikatif siswa. Pendekatan etnografi kelas juga memperkuat pembentukan karakter religius melalui praktik komunikasi yang kontekstual, interaktif, dan berbasis budaya sekolah Islam.

The Utilization of Digital Flashcard in English Vocabulary Learning at Elementary School Ronal Saputra; Maulina Maulina; Rahmat Nasrullah
Jurnal Pendidikan Indonesia Vol. 6 No. 5 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i5.7845

In Indonesia’s elementary education, English vocabulary acquisition remains challenging due to limited exposure and traditional methods. Digital flashcards, recognized for their interactivity and accessibility, offer a potential solution, yet their efficacy in low-resource settings is underexplored. This study investigates the effectiveness of Canva-based digital flashcards in enhancing vocabulary comprehension among Grade I students at SD Negeri 50 Kendari, a school with minimal English proficiency. A pre-experimental one-group pretest-posttest design was employed with 24 students. Pretest and posttest data (10 multiple-choice questions) were analyzed using SPSS 16.0, including paired samples t-tests (α = 0.05). Results showed a significant increase in mean scores from 21.25 (pretest) to 46.25 (posttest) (p = 0.000), confirming digital flashcards’ effectiveness. However, external factors (e.g., motivation) were noted as limitations. The study underscores digital flashcards’ utility in resource-constrained contexts and advocates for further research on long-term retention, multimodal integration, and adaptive technologies. Practical contributions include a replicable model for teachers using Canva to create low-cost, engaging materials.

EFL Students’ Metacognitive Strategies in Learning Speaking fitrianingsih; Rahmat Nasrullah; Faridawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.5898

This research aims to identify the metacognitive strategies students apply in learning to speak. These strategies include planning, monitoring, information management, debugging, and evaluation. The study uses a quantitative approach and distributed questionnaires via Google Forms to 157 respondents. However, only 110 English education students from four different semesters (two, four, six, and eight) at Muhammadiyah University of Kendari were willing to participate. The results show that 41% of students sometimes planning their speaking lessons by reading the instructions carefully before starting the task. Additionally, 39% of students often monitor their comprehension to improve their speaking skills, such as checking whether the presentation objectives are achieved and considering alternative ways to solve speaking problems. For the Information Management strategy, 40% of students often try to translate their talks into their own words for better understanding. Furthermore, 43% of students often follow the Debugging strategy, which involves stopping and repeating when unsure in speaking. In terms of evaluation, 43% of students sometimes evaluate their speaking learning by assessing their performance after speaking comprehension tests and identifying areas for improvement.

Instagram Usage in Learning English: A Literature Review Rizal Nur Rasyiid; Maulina Maulina; Celso P. ResueÅˆo; Rahmat Nasrullah; Tri Indah Rusli
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v9i2.9482

The social media of Instagram, one of the most used mediums to connect online, is used to build relations and correlations among individuals to support long-distance interaction. Educators and researchers often apply it in global contexts for educational purposes like teaching and researching English vocabulary learning. Moreover, vocabulary is essential in order to enhance EFL learnerâ€™s skills. This study presents an analysis of Instagram usage in learning English Vocabulary. The purpose is to analyze how Instagram can assist EFL students in learning vocabulary and investigate whether or not Instagram improves vocabulary comprehension. The authors also review journals taken from several trustworthy sources like Research Gate, Turkish Online Journal of Educational Technology, Arab International English Journal, Springer link, Atlantis press, and Science Direct.

Social Media Utilization for Self-Regulated English Learning during COVID-19 Outbreaks Maulina Maulina; Rahmat Nasrullah; Risman Wanci
Tell : Teaching of English Language and Literature Journal Vol 10 No 1 (2022): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i1.12599

It is quite challenging at this moment for undergraduate students to study from home (SFH) during the COVID-19 outbreaks. Social distancing practices applied during the coronavirus outbreaks to most of the public settings, including at academic activities at university. Fortunately, there have been many platforms of social media provided and accessed easily in this digital era. This current study aimed at investigating and understanding higher education studentsâ€™ perspectives on social media in learning English independently in the COVID-19 outbreak. Researchers used an online survey as the main research instrument to gather data from 147 potential students to be the respondents to fill out the survey from three universities in the Sulawesi region, Indonesia. The result showed that 81% of respondents used WhatsApp as the medium to study autonomously at home during the pandemic. Besides, YouTube (77.6%), Instagram (57.8%), Facebook (29.3%), and Twitter (24.5%) also became the additional choices. They used those friendly-users and cheap accessed social media platforms to watch and to listen to English videos (79.6%) also to have the written chats in English with friends and teachers (67.3%) as well as to have the audio and video calling in English (36.1%). Further, during the pandemic, respondents improve their speaking skills (37.4%), listening skills (29.3%), reading skills (17%), and writing skills (16.3%) through social media. Even though the world is distracted, university students in this region keep their motivation to learn English from home autonomously.

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