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Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course Estika Satriani; Sri Wahyuni; Fauzul Etfita; Arimuliani Ahmad; Safriani Novitri
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3500

The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned. This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.

Enhancing EFL Students’ Writing Skill through LSP (Learn Social Platform): A Case of Indonesian Students Arimuliani Ahmad; Estika Satriani; Fauzul Etfita; Alber Alber
INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Vol. 1 No. 1 (2021)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v1i1.2

In the industry revolution 4.0 era, the Indonesian government also strives to socialize the education change to increase the quality and effort to build up the students of higher education learning style more autonomously. One of many ways to be increased is e-learning. This research aimed to explore the effectiveness of using Learn Social Platform toward students’ writing skills and explore students’ perspectives of using this platform in one of the private universities in Riau, Indonesia. This research was a mixed-method approach. There are 38 undergraduate students as a sample of this research. To collect the data, the researcher used two kinds of instruments such as writing test for analyzing quantitative data and interview for qualitative data. The result showed that the use of this platform can give a significant effect on students’ writing skill which was revealed by students’ post-test was higher than pre-test. In addition, interview data reveal that students felt enthusiastic to use this platform because it is very helpful to increase their English skills which complete material and tasks. Even though it gave advantages, they also face some difficulties such as internet connection and limitation of study group enrollment. Then, the students have some advantages to be improved for this platform such as additional video conference, additional aspects of test, not only focus on grammar, vocabulary and language use but also reading, speaking, writing, and listening. In a practical case, the students expected to get feedback as soon as possible on the same day from their lecturer.

Workshop Implementasi Pembelajaran Blended Culture Berbantuan Lessonwriter Bagi Guru Bahasa Inggris Sri Wahyuni; Asnawi Asnawi; Estika Satriani; Fauzul Etfita; Arimuliani Ahmad
GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 2 (2023): GERVASI: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/gervasi.v7i2.5570

Model pembelajaran adalah salah satu alat strategis yang digunakan dalam rangka mencapai tujuan pembelajaran. Namun, guru-guru di SMP Negeri 2 Tambang, Kabupaten Kampar, Riau belum mampu mengaplikasikan model pembelajaran yang mengintegrasi local wisdom ke dalam praktik pengajaran. Berdasarkan masalah tersebut, lima orang tim pengabdian Universitas Islam Riau melaksanakan workshop implementasi blended culture dalam rangka membantu menyelesaikan masalah yang sedang dihadapi oleh tujuh orang guru. Pengabdian ini bertujuan untuk meningkatkan pemahaman guru dalam menerapkan model pembelajaran berbasis blended culture berbantuan LessonWriter. Kegiatan dilaksanakan selama satu hari melalui tiga tahapan yaitu: perencanaan, pelaksanaan, dan evaluasi. Peserta diberikan penjelasan materi workshop terkait penerapan blended culture berbantuan LessonWriter. Selanjutnya, dilakukan pendampingan dalam penyusunan model pembelajaran blended culture. Hasil evaluasi kegiatan melalui angket yang didistribusikan kepada guru setelah kegiatan, secara umum penyampaian materi dan pendampingan memberikan wawasan bagi guru-guru Bahasa Inggris.

Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom Fauzul Etfita; Sri Wahyuni; Estika Satriani; Asnawi Asnawi; Fermita Yuliasma
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3380

Gamification is a learning approach that uses element from games to motivate students in the learning process and enhance feelings of enjoyment and engagement with the learning process This research aimed to investigate the students’ perception toward gamification as applied in English Language Education. This research was conducted at a private university in Riau, and the sample was 47 students of the sixth semester. This research used descriptive-quantitative approach, and the instrument is questionnaire. The questionnaire consists of 35 questions, divided into 7 indicators. The results of this study were processed quantitatively using the Likert scale formula. The result of this research indicates that students were dominant agreed with the 35 statements of 7 indicators about gamification. The research found that the 1st indicator agreed with index 68.65%, the 2nd indicator agreed with index 71.47%, the 3rd indicator agreed with index 68.65%, the 4th indicator agreed with index 67.16%, the 5th indicator agreed with index 71.1%, the 6th indicator agreed with index 71.7%, and 7th indicator agreed with index 70.8%. Therefore, gamification is a platform that suitable for teachers and students in the learning process, especially in learning English for specific purposes.

Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom Fauzul Etfita; Sri Wahyuni; Estika Satriani; Asnawi Asnawi; Fermita Yuliasma
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3380

Gamification is a learning approach that uses element from games to motivate students in the learning process and enhance feelings of enjoyment and engagement with the learning process This research aimed to investigate the students’ perception toward gamification as applied in English Language Education. This research was conducted at a private university in Riau, and the sample was 47 students of the sixth semester. This research used descriptive-quantitative approach, and the instrument is questionnaire. The questionnaire consists of 35 questions, divided into 7 indicators. The results of this study were processed quantitatively using the Likert scale formula. The result of this research indicates that students were dominant agreed with the 35 statements of 7 indicators about gamification. The research found that the 1st indicator agreed with index 68.65%, the 2nd indicator agreed with index 71.47%, the 3rd indicator agreed with index 68.65%, the 4th indicator agreed with index 67.16%, the 5th indicator agreed with index 71.1%, the 6th indicator agreed with index 71.7%, and 7th indicator agreed with index 70.8%. Therefore, gamification is a platform that suitable for teachers and students in the learning process, especially in learning English for specific purposes.

Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course Estika Satriani; Sri Wahyuni; Fauzul Etfita; Arimuliani Ahmad; Safriani Novitri
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3500

The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned. This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.

Students’ Perception of Online Learning-based Padlet during Pandemic Arimuliani Ahmad; Yassa Aura Rubayyi; Fauzul Etfita
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i1.1095

This study aims to investigate the perceptions of online learning occurring during the COVID-19 pandemic. This study was applied as a case study design. The population of the research was all the second-semester students of English Language Education at one of the private universities in Riau, Indonesia. The population in this study was 173 students, while the sample was selected using random cluster sampling, amounting to 79 students. Data were collected by a questionnaire consisting of 18 questions from five components of online learning using a 5 Likert Scale. The data presented that the dominant percentage of total students gave a positive preference for the utilization of Padlet as online learning media.

Revealing lexical bundles of non-native English essay at a private Islamic university: A corpus-based evaluation Fauzul Etfita; Sri Wahyuni; Arimuliani Ahmad; Wasana Saranga Sudusinghe; Chandima Kumara Walpita Gamage
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40821

Lexical bundles are a crucial element for Foreign Language Learners (FLL) as they facilitate the acquisition of new vocabulary and enhance fluency. Such multi-word statements confer a natural structure to language and enhance successful communication in both spoken and written forms. Although numerous studies address lexical bundles, research on their application in English writing or inside Indonesian EFL classes is notably scarce. The study employed a corpus methodology, utilizing AntConc software version 3.5.9 to categorize lexical bundles from student essays. The output comprised 17,100 varieties of N-gram lexical bundles, specifically three, four, five, and six-word bundles. The study revealed regular use of formulaic and repetitious bundles, including "at least one foreign language," "a foreign language," and "violent video games." Students' writing was dominated by these sentences, which suggested a reliance on memorized forms and a small range of scholarly discourse markers. Although three- and four-word bundles were most popular, longer five- and six-word bundles, though less common, showered better meanings and more formulaicity. These results imply that although students have come across lexical bundles, their usage is limited to known themes and lacks a more general academic background. To improve EFL students' academic writing abilities, the study underlines the requirement of explicit instruction on lexical bundles, especially those fulfilling argumentative and coherent purposes. The findings provide pedagogical ideas for including corpus-based tactics into writing education to support fluency, coherence, and lexical variation

THE EFFECTIVENESS OF DIGITAL PROJECT-BASED LEARNING MODEL ON STUDENTS' ENGLISH ACADEMIC VOCABULARY COMPETENCE Arimuliani Ahmad; Estika Satriani; Fauzul Etfita; Affidah Binti Morni; Yulianto Yulianto
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4600

Enhancing academic vocabulary is an essential element in studying the English language because it is fundamental for academic literacy and professional communication. Since it is crucial, many students experience obstacles in determining it fluently because traditional teaching methods focus on memorization rather than on using it in a meaningful way. This research aim to determine the significant effect of using digital project-based learning on students' academic vocabulary competence. A quasi-experimental design was implemented by a one-group pre-test and post-test. There were thirty undergraduate students from the English Language Education Department. Data were gathered by an academic vocabulary test and analyzed by using descriptive statistics and a paired-sample t-test. The results showed that digital project-based learning has a significant effect on students’ English academic vocabulary competence, with a significance value of 0.000 (p < 0.05). This finding proved that digital project-based learning is an effective model for enhancing students’ English academic vocabulary in higher education.

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