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All Journal Publikasi Pendidikan Journal of Education and Learning (EduLearn) Al Ishlah Jurnal Pendidikan ELT-Lectura Unes Law Review JEES: Journal of English Educational Study JOURNAL OF ENGLISH FOR ACADEMIC GERVASI: Jurnal Pengabdian kepada Masyarakat Journal of English Language Teaching and Linguistics Jurnal Educatio FKIP UNMA JEE (Journal of English Education) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of English Language and Education Journal Of Academia In English Educations (JADEs) Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Curricula : Journal of Teaching and Learning Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Jurnal Dedikasia : Jurnal Pengabdian Masyarakat ABDINE Jurnal Pengabdian Masyarakat Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Eduvest - Journal of Universal Studies
Sri Wahyuni
Universitas Islam Riau
Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Public Health Social Sciences Other

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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

Abstract

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

Abstract

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.
Technology-Infused Project-Based Language Learning: A Conceptual Framework for Academic Writing Instruction Sri Wahyuni; Nur Hidayanto Pancoro Setyo Putro; Anwar Efendi; Asnawi Asnawi; Putri Asilestari
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14491

Abstract

For Generation Z learners, academic writing presents a paradox in higher education. While it offers valuable benefits, it also poses notable challenges (e.g., limited development of critical thinking skills, insufficient academic literacy, and a lack of familiarity with scientific writing conventions). In response to this paradox, project-based language learning (PBLL) and learning technologies offer innovative avenues to improve students’ writing products and processes. This article aims to develop and articulate the Technology-Infused Project-Based Language Learning (TIPBLL) model as a conceptual framework for academic writing instruction. Methodologically, this article employs a qualitative conceptual analysis through a structured synthesis of literature on PBLL, technology-enhanced language learning, academic writing pedagogy, and digital technology integration, particularly artificial intelligence. The TIPBLL model integrates PBLL principles, digital technology infusion, and academic writing pedagogy into a unified framework. This article analyses significant learning theories and pedagogical perspectives, including sociocultural theory, the Zone of Proximal Development (ZPD), the dual focus of writing (form and function), and PBLL within the PLATE framework. The findings of the conceptual synthesis highlight conceptual deficiencies in the literature, particularly the tendency to treat projects, technology, and writing as separate components. TIPBLL is then introduced as a learning model that positions technology as an integral component embedded across the stages of project-based academic writing. The article also discusses TIPBLL’s future directions for research and pedagogical practice. Overall, TIPBLL offers a potential framework for building academic writing instruction that is more authentic, collaborative, reflective, and aligned with the demands of 21st-century digital literacy.
Co-Authors Ahmad, Arimuliani Anwar Efendi Asnawi Asnawi Asnawi, Asnawi Fauzul Etfita Fauzul Etfita Fauzul Etfita Febrina Dafit, Febrina Fermita Yuliasma Fitriyany Khairunnisa Hari Bakti Mardikantoro Heni Susanti Holma Paulina S Ida Zulaeha Indrayani Winingsih Iqbal Kelana HS Izen Diva Johari Afrizal Marliansyah Marliansyah Maysarah Maysarah Muhammad Ilyas Mukhlis, Muhammad Nadya Alkhaira Nur Hidayanto Pancoro Setyo Putro Putri Asilestari, Putri Ramadan, Zaka Hadikusuma Safriani Novitri Satriani, Estika Siska Handayani Syafira Aninditya Teguh Supriyanto