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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) LingTera JEES (Journal of English Educators Society) Journal Of English Language and Education JELLT (Journal of English Language and Language Teaching) Script Journal: Journal of Linguistic and English Teaching Abdimas Dewantara Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Journal on Education Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal Abdimas Mahakam ACITYA Journal of Teaching & Education Journal of English Language and Pedagogy IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Teacher in Educational Research Academia Open Borneo Educational Journal (Borju) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JELL (Journal of English Language Learning Journal of Empowerment and Community Service JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa
Dzul Rachman, Dzul
Universitas Muhammadiyah Kalimantan Timur
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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The Role Of Duolingo In Developing Students’ Listening Skills: Students’ Voices Alpika, Saltha Aulia; Rachman, Dzul; Puspita, Rani Herning
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2283

Abstract

Information and Communication Technology (ICT) has become a fundamental element of English as a Foreign Language (EFL) training, especially via Mobile-Assisted Language Learning (MALL) applications that enhance listening comprehension. Although prior studies have extensively documented the efficacy of Duolingo for general language acquisition, empirical research that rigorously investigates its impact on listening comprehension in the context of Indonesian higher education is few. This study sought to examine the efficacy of Duolingo in improving EFL students' listening comprehension, emphasizing both educational outcomes and learner experiences. This research utilized a mixed-methods approach, incorporating surveys and semi-structured interviews with first-semester undergraduate English as a Foreign Language students. Quantitative data were subjected to descriptive analysis, while qualitative data underwent thematic analysis to facilitate data triangulation. The results demonstrated that Duolingo effectively facilitated students' listening comprehension via repeated audio exposure, incremental task advancement, vocabulary guidance, and gamified elements that increased motivation and engagement. Students additionally indicated enhancements in pronunciation awareness and general English proficiency. The study, however, revealed significant problems, notably with robotic and unnatural speech, irregular speaking tempo, and restricted exposure to genuine hearing input.This study provides empirical evidence indicating that Duolingo serves most effectively as an adjunct listening tool when combined with classroom instruction, rather than as a standalone learning medium. These findings offer pedagogical implications for the incorporation of MALL applications in EFL listening instruction within Indonesian higher education
University Students’ Perceptions of Duolingo as a Gamified Tool for English Vocabulary Learning Ramadhani, Novita Putri; Rachman, Dzul; Khatimah, Khusnul
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2288

Abstract

This study examines university students' impressions of Duolingo as a gamified tool for improving English vocabulary acquisition. This study used a mixed-method methodology, integrating quantitative data from 58 first-semester students at Universitas Muhammadiyah Kalimantan Timur with qualitative insights derived from five interviews. The study seeks to examine Duolingo's impact on vocabulary acquisition, learner motivation, and autonomous learning. Findings suggest that students predominantly view Duolingo as stimulating and beneficial for vocabulary acquisition, facilitated by its interactive elements like points, streaks, and prompt feedback. Nonetheless, constraints were observed, including reliance on the internet, restricted classroom integration, and insufficient teacher engagement. Although Duolingo seems to promote motivation and autonomous learning, its effect on vocabulary acquisition is contingent upon context. These data indicate that Duolingo serves more effectively as an ancillary learning resource rather than a substitute for classroom education
Students’ Views on the Use of Duolingo to Support Reading Comprehension Salsabilah, Tasa; Rachman, Dzul; Rahmawati, Yeni
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2289

Abstract

This study investigates students' perceptions of Duolingo as an ICT-based tool for supporting reading comprehension in English as a foreign Language (EFL) education. While prior research has extensively investigated mobile-assisted language learning, fewer studies have analytically explored how Duolingo shapes students' cognitive and affective engagement in reading-related activities within the context of Indonesian higher education. This study employed a mixed-methods methodology with 54 first-semester English Education students at Universitas Muhammadiyah Kalimantan Timur to address this gap. Data were collected through questionnaires and semi-structured interviews and analyzed employing descriptive and thematic techniques. The results indicate that students typically perceive Duolingo as accessible and interesting for reading practice, though its educational efficacy seems constrained by material simplicity and reliance on consistent internet connectivity. The study demonstrates that Duolingo can serve as a supplementary tool rather than a substitute for formal education, highlighting the complex role of gamified mobile platforms in encouraging reading engagement and supporting learner autonomy in EFL contexts
Integrating the KWL Strategy with Wordwall Gamification to Enhance Reading Comprehension in Junior High School Agmal, Shafira Asti; Putri Agya Syahada; Nurwardani Abdul Wahid; Ade Restu Hermanto; Churotul Aini; Dzul Rachman
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2218

Abstract

Reading is a foundational skill in secondary English language education, essential for academic achievement and preparing learners for global contexts. Explicit instruction in reading strategies is particularly beneficial for students with limited academic English exposure. This study examines the integration of the KWL (Know, Want to know, Learned) strategy with the digital platform Wordwall, an approach designed to improve reading comprehension for junior high school students. The KWL framework enhances comprehension, focus, and engagement by activating prior knowledge, setting clear reading purposes, and encouraging reflective learning. A mixed-methods research design was employed to evaluate this intervention. The combination of structured metacognitive guidance and interactive digital activities transformed classroom instruction. Results indicated significant improvements in reading comprehension and vocabulary acquisition. Furthermore, the approach increased student motivation and established a low-anxiety environment that encouraged participation and risk-taking. The experimental group achieved a substantially higher and more consistent mean learning gain (31.05%) compared to the control group (10.73%). Their results also exhibited greater statistical stability and a distribution closer to normality, indicating that the benefits were both reliable and equitable across participants. These findings confirm that strategically combining evidence-based reading strategies with digital tools fosters a more engaging, effective, and inclusive learning environment. This pedagogical integration ultimately leads to deepened comprehension and strengthened academic outcomes, highlighting its significant potential for contemporary English language education
Perceptions of English Use and Cultural Identity in Non-Native Contexts Diva Pangestu Ispriadi; Khusnul Khatimah; Dzul Rachman
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5039

Abstract

English plays an increasingly important role in shaping communication practices and identity negotiation in non-native contexts. This study aims to explore how English is used in daily life and how it relates to cultural identity among non-urban Indonesian university students. Employing a qualitative case study design, data were collected through semi-structured interviews with four English education students (N1–N4) from different universities in Samarinda, East Kalimantan. The data were analyzed using thematic analysis involving coding, categorization, and theme development. The findings show that English is regularly used in academic, social, and digital contexts, extending beyond formal classroom settings. Students generally expressed positive emotional attitudes toward English, describing it as enjoyable and useful, while also acknowledging challenges related to confidence and vocabulary. Importantly, English use was not perceived as threatening Indonesian cultural identity. Instead, participants demonstrated active negotiation between global communication and local cultural affiliation, viewing English as an additional communicative and identity resource rather than a replacement for local culture. This study contributes to English as a Lingua Franca and identity research by highlighting global–local identity balance in a non-urban Indonesian context, an area that remains underexplored in previous studies.
Exploring Pre-Service English Teachers’ Sentiments and Concerns Toward Inclusive Education Sheilamitha Amanda; Khusnul Khatimah; Dzul Rachman
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5095

Abstract

This study explores pre-service English teachers’ sentiments and concerns toward inclusive education in the Indonesian EFL context. Grounded in the Theory of Planned Behavior, the study examines affective readiness by focusing on two dimensions measured through the SACIE-R instrument: sentiments and concerns, which provide more specific insights into emotional acceptance and perceived implementation challenges than general attitude measures. A descriptive quantitative design was employed, involving 40 pre-service English teachers from Universitas Muhammadiyah Kalimantan Timur who had completed the Inclusive Education course. Data were collected using a modified version of the SACIE-R questionnaire and analyzed using descriptive statistics. The findings indicate that pre-service teachers demonstrated low to moderate positive sentiments toward inclusive education, suggesting cautious acceptance accompanied by lingering emotional discomfort and uncertainty when interacting with students with disabilities. In addition, a moderate level of concern was identified, particularly related to pedagogical competence, classroom management, peer acceptance, and availability of instructional resources. These patterns reveal a gap between cognitive awareness of inclusive principles and emotional as well as practical readiness for classroom implementation. The study highlights the need for stronger experiential learning opportunities, structured practicum exposure, and institutional support within teacher education programs to strengthen affective readiness and build confidence in managing inclusive classrooms.
Students’ Perceptions of TikTok Content Creation as a Medium to Support Speaking and Pronunciation Skills Yuricho Dafa Mahendra; Dzul Rachman; Ade Ismail Ramadhan Hamid
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5302

Abstract

This study investigates the effectiveness of using TikTok as a learning medium to improve students’ pronunciation and speaking skills. The increasing popularity of TikTok among students offers opportunities to integrate short-form video content into English language learning; however, empirical evidence on its instructional impact remains limited. This study employed a quantitative pre-experimental design using a one-group pretest–posttest approach. The participants were undergraduate students from an English education program who were selected through purposive sampling. Data were collected using pronunciation and speaking performance tests administered before and after the treatment. The treatment was implemented through structured learning activities using selected TikTok videos that modeled authentic pronunciation, intonation, and spoken interaction. Students practiced imitating pronunciation, producing short spoken responses, and recording their performances. The data were analyzed using descriptive statistics and paired-sample statistical tests to examine differences between pretest and posttest scores. The results indicate a significant improvement in both pronunciation and speaking performance after the implementation of TikTok-based instruction. Students demonstrated clearer articulation, improved fluency, and increased confidence in oral production. The findings suggest that TikTok can serve as an engaging supplementary medium to support pronunciation practice and speaking development when guided by structured instructional activities. This study contributes practical insights for language teachers seeking to integrate digital media into speaking instruction and highlights the need for further research using larger samples and comparative designs.
Co-Authors A Halim A.A. Ketut Agung Cahyawan W Abd. Rajab Abdul Halim Abdul Halim Abdul Rohman Ade Ismail Ramadhan Hamid Ade Restu Hermanto Afiifah Nur Alyaa Ibrahim Agmal, Shafira Asti Ahmad Wira Yudha Alpika, Saltha Aulia AMALIA, TIARA Amin, Khoirul Aniq Hudiyah Bil Haq, Aniq Hudiyah Bil Anisa Izza Faudzia Anshary, Putri Elmira Fadyatulina Apino, Ezi Arbain Arlinwibowo, Janu Artini, Ni Nyoman Ashadi Auliasari, Yasmin Aura Paradiba Azhar Aziz Lubis Bayu Prasetyo Caly Setiawan Churotul Aini Danung Cipta Wardana Dedi Rahman Nur Dewi Maharani Diva Pangestu Ispriadi Fachry Abda El Rahman Fadilah, Arif Fadilah, Evan Ikhsan Fauzi*, Ahmad Fitriani, Desy Fuad Fansuri Geroda, Godefridus Bali Godlove Elioth Kiswaga Harfiza, Junisa Harfiza Hendrawan, Shafira Zinedhina Hauda Sari Heri Retnawati Hermanto, Ade Restu Hiping, Maria Goretti Adella Kornelia Yulianti I Putu Indra Kusuma I Putu Indra Kusuma I Putu Indra Kusuma Ibrahim Iwan Setiawan Jiyad, Fadhil Ahmad Julianur Julianur Junedi Junedi Khairul Amin Khatimah, Khusnul Khumayda Shofiyul Khaliyah Khusnul Khatimah Khusnul Khatimah Khusnul Khatimah, Khusnul Khatimah Khusnul Khotimah M.Yusuf Qardawi Maharani Sofha Nabilla Marianus Roni Marini*, Prameswari Ayudya Marisa, Sonia Miftahul Ramadhani milarizka Muhammad Adzha Yoanduanda Muhammad Handi Gunawan Muhammad Najeri Al Syahrin Nabila, Ashifa Naiyah*, Iis Ni Komang Arie Suwastini Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti NUR ALAMSYAH Nurfani Yulianti Nurwardani Abdul Wahid Pane, Widi Syahtia Pasaribu, Indah Farma Paulus Widiatmoko Pratama*, Fikran Arendi Prof. Dr. Ni Nyoman Padmadewi,MA . Puspita, Rani Herning Putri Agya Syahada Putri, Ashifa Nabila Putri, Azzahra Namira Rabi'ah Al-Adawiyah Ramadhan Hamid, Ade Ismail Ramadhani, Novita Putri Ramadhany, Dimas Rani Herning Puspita Rattri, Artha Rattri Wardhana Riastini, Putu Nancy Rio Arif Pratama Rizky Ramadhi Rizkyka Febrianisa Rochma, Anis Firdatul Rohmah, Annisa Rosinta, Rosinta Salsabila, Nala Salsabilah, Tasa Saputra, I Nyoman Pasek Hadi Shabrina Nur Fadillah Sheilamitha Amanda Sidiq, Reza June Siti Nor Elisa Siti Sagirah Solly Aryza Soviyah, Soviyah Sunarti Sunarti Sunarti Surya Mahyanti, Ni Wayan Suyatman Suyatman Suyatman Suyatman Syarief Fajaruddin Syarief Fajaruddin Taghfirul Azhima Yoga Siswa Wahyono, Joko Waladdin Panggabean Wibowo, Anggita Jati Yeni Rahmawati Yeni Rahmawati Yeni Rahmawati, Yeni Yuana Rahmaniah Yuricho Dafa Mahendra Zikrirullah, Alief