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All Journal Pedagogi : Jurnal Penelitian Pendidikan Perspective Jurnal Pendidikan Bahasa Inggris Journal on English as a Foreign Language (JEFL) IJIET (International Journal of Indonesian Education and Teaching) ETERNAL(english, teaching, learning, and Research Journal) International Journal of Language Teaching and Education Wiralodra English Journal (WEJ) Academic Journal Perspective : Education, Language, and Literature Research and Innovation in Language Learning International Journal of Applied Sciences and Smart Technologies IJORER : International Journal of Recent Educational Research Bima Abdi: Jurnal Pengabdian Masyarakat Academic Journal Perspective : Education, Language, and Literature JAMU : Jurnal Abdi Masyarakat UMUS
Dwiniasih
Universitas Swadaya Gunung Jati
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Online Education Evolution: English Teachers and the Schoology Shift Dwiniasih, Dwiniasih; Farah Sukmawati Wahidah; Nanda, Deri Sis
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 11 No 1 (2023)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/gsq0pb05

Abstract

Integration of technology has penetrated into various fields, including education. With its constant development, technology is always evolving, offering a wide range of applications and sophistication. Accessible to everyone, including teachers, technology raises the question of its acceptance in learning. The goal of this study was to investigate the acceptance of technology in English learning, specifically focusing on the use of Schoology as a platform. Furthermore, it aimed to identify the challenges encountered when integrating it into English learning. The study involved twenty teachers who used Schoology as a supporting medium in the learning process and was conducted through polls and questionnaires. Through this study, the authors aimed to enhance English learning by exploring how technology, specifically Schoology, could be integrated into it. The results provided valuable insights into the acceptance of Schoology among teachers and the challenges faced when integrating it into English learning.
PROMOTING SELF-REGULATED LEARNING USING YOUTUBE: A SYSTEMATIC REVIEW Aljabari, Muhammad Saddam Husein; Dwiniasih, Dwiniasih; Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 11 No 2 (2023)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

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Abstract

This article delves into the role of YouTube in education, with a particular focus on its potential to enrich self-directed learning, especially in the realm of listening skills. A thorough examination of 30 scholarly journals was carried out to evaluate the endorsement of YouTube as a tool for enhancing self-directed learning. Data analysis encompassed the creation of a matrix to discern the impact, types, and purposes of YouTube in educational settings. The findings underscore YouTube as a highly valuable resource for fostering self-directed learning, owing to its adaptability and ease of access. Trends were identified across publication years, research methodologies, participant demographics, study objectives, and YouTube's role in promoting self-regulated learning. Nevertheless, this study also sheds light on the limitations in the application of YouTube in specific educational contexts, influenced by subject matter and varying educational levels. In summary, YouTube exhibits substantial promise in education, but its effectiveness hinges on thoughtful implementation strategies tailored to address the unique needs of both students and teachers.
Balancing Synchronous and Asynchronous Learning in Indonesian Higher Education: The Role of Reflection in Enhancing Engagement and Outcomes Dwiniasih, Dwiniasih; Herawan, Endang; Linda, Linda; Aisyah, Siti; Ahmad Chowdhury, Takad
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1088

Abstract

Objective: This study investigates the effectiveness of synchronous and asynchronous learning modalities and examines the mediating role of reflection on learning outcomes in fully online Indonesian higher education. Methods: Using a mixed-methods case study approach, data were collected through questionnaires (28 statements) and semi-structured interviews from 20 third-year students at a university in Cirebon, Indonesia. Participants were purposively selected based on completion of technology literacy courses and one semester of experience with both learning modalities. Qualitative data from one lecturer supplemented student perspectives. Data analysis followed the Miles, Huberman, and Saldana model. Results: Asynchronous learning demonstrated high effectiveness in fostering critical thinking (77%), self-paced learning (85%), and draft revision opportunities (88%). Synchronous learning showed strong preference for immediate feedback (71%) but faced significant technical challenges, with 90% reporting audio problems and 65% experiencing delayed engagement. High neutrality in perceived skill improvement indicated uncertainty about comparative effectiveness. Interviews revealed 60% preferred synchronous learning despite technical obstacles, while 40% preferred asynchronous learning for flexibility. Novelty: This study introduces a dual reflection pathway framework explaining how learning modalities activate distinct cognitive processes. Asynchronous learning operates through deliberate reflection via a three-stage mechanism (generalization, monitoring, refinement) with documented iterative cycles, while synchronous learning facilitates spontaneous reflection through immediate social presence. This framework advances theoretical understanding of reflection's mediating role in online learning effectiveness within the Indonesian context.
CHATGPT IN ACADEMIC WRITING: EFL PRE-SERVICE TEACHERS’ POINTS OF VIEW Narisha Nur Azizah; Saffanah Navya Sadifah; Dea Priana Wati; Misdi Misdi; Dwiniasih Dwiniasih
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.456

Abstract

Based on recent developments, artificial intelligence (AI) has transformed the way second language writing is taught. ChatGPT, as a current AI tool, is seen as a potential writing assistant for students. This study explores how university students evaluate ChatGPT when writing academic papers. Employing a qualitative case study, data were collected from six female undergraduate English language education students enrolled in an academic writing course at a private university in West Java, Indonesia, through interviews, reflective diaries, and classroom observations. The findings show a shift in students’ perceptions, from initial doubts to recognizing practical benefits. Many students initially struggled to begin writing due to difficulties generating ideas or forming sentences. After being introduced to ChatGPT, they used it to draft opening paragraphs, check grammar, and explore concepts. Students reported improved ability in structuring thoughts and overcoming writer’s block, leading to more coherent writing. However, some expressed concern about overreliance, fearing it might hinder critical thinking and creativity. The study concludes that while ChatGPT offers substantial support, it should be used as a complementary tool. Educators are encouraged to guide students in leveraging AI to enhance rather than replace their writing skills.
Exploring Student Speaking Competence Through Role-Based Differentiated Assessment in Project-Based EFL Learning Fauziyah, Jihan; Luthfiyyah, Roghibatul; Dwiniasih, Dwiniasih
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.58473

Abstract

Differentiated assessment has been proposed to accommodate students’ diverse roles and abilities in collaborative speaking activities. However, speaking instruction in many EFL classrooms still relies on memorized dialogues and uniform assessment, limiting fairness and authentic evaluation of communicative competence. Moreover, few studies have integrated Project-Based Learning (PjBL) and differentiated assessment into a role-based speaking assessment framework from students’ perspectives. This study explored the implementation of role-based differentiated speaking assessment in PjBL, students’ speaking performance across communicative roles, their perceptions of the assessment process, and its challenges and benefits. A qualitative case study was conducted with ten senior high school students in an English Club Program in West Java. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis with data triangulation. The findings showed that role-aligned assessment fostered different competencies: fluency, vocabulary, and clarity among presenters, and interactional and facilitation skills among moderators. Students also reported greater confidence, participation, and perceptions of fairness despite speaking anxiety and role-related cognitive demands. This study offers a novel integration of role-based differentiated assessment within PjBL and provides pedagogical implications for more equitable and authentic speaking assessment in EFL classrooms. However, the small sample, single-site English Club context, and focus on only two roles limit the generalizability of the findings.
EFL secondary teachers Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Abstract

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.
Co-Authors Ahmad Chowdhury, Takad Aljabari, Muhammad Saddam Husein Andi Sutisno Aprilliani, Linda Kurnia Arifial Fahla Nugraha Cania, Meta Dea Priana Wati Deri Sis Nanda Ehsan Namaziandost Endang Herawan Fajriyah, Ihda Lailatul Farah Sukmawati Wahidah Fauziyah, Jihan Iin Wariin Basyari Indri Deviriani Khumaeroh JAJA, JAJA Jajo Firman Raharjo Jaufillaili . Kusriandi, Wendi Linda Linda Maulidin, M Syahrul Mauludin, Muhamad Rizqi Meisam Ziafar Misdi Namaziandost, Ehsan Narisha Nur Azizah Neneng Aminah Nugraha, Arifial Fahla Pradeska, Nelan Bahar Prasetia, Ade Pratama, Wahyu Adi Roghibatul Luthfiyyah Rusdin, Muhammad Saffanah Navya Sadifah Siti Aisyah Susanto, Susanto Takad Ahmed Chowdhury Utami, Kurnia Dwi Wendi Kusriandi Widie Maulidyawati Winarti, Nida Zaeni, Nabila Fauziah Ziafar, Meisam Zulfiyah, Rizqiyatul 'Izzah