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All Journal Perspective Jurnal Pendidikan Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) Academic Journal Perspective : Education, Language, and Literature Devotion: Journal of Research and Community Service Academic Journal Perspective : Education, Language, and Literature Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Linguistics, Culture and Communication Journal of Research in English Language Teaching and Linguistics
Farah Sukmawati Wahidah
Universitas Swadaya Gunung Jati
Arts Humanities Education Languange, Linguistic, Communication & Media

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Understanding Multilingualism in EFL Extensive Listening Class by Utilizing Schoology and Curated Materials: Why is it Important? Farah Sukmawati Wahidah; Januarius Mujiyanto; Dwi Rukmini; Katharina Rustipa
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Understanding multilingualism in teaching and learning extensive listening is very useful for both lecturer and student. In doing extensive listening, the lecturer should equalize the students’ understanding of the different English in the world because there are several Englishes in the world that have different in pronunciation, accent, and speed of speech in order to make them successful in doing extensive listening by utilizing Schoology to record students’ activities in extensive listening and curated materials. Then, the lecturer should consider the students’ background, which influenced their listening performance, especially in doing extensive listening by utilizing Schoology. Their ability to choose and understand the materials and use Schoology may differ from one to another. Not only that, students’ ability to use and access the given link and Schoology also impacts students whether they can show good performance in extensive listening or not. To minimize those problems, the lecturer should help students choose the appropriate materials and familiarize them with different Englishes and Schoology as the application used to record their extensive listening activities.
Abstracts Analysis on Student’s Final Project Using CARS Theory Junanto, Heru; Zahrohtul, Galih; Triyawan, Daffa; Suminar, Ratna Prasasti; Wahidah, Farah Sukmawati
Journal of linguistics, culture and communication Vol 2 No 2 (2024): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v2i2.190-203

Abstract

This research aims to describe the moves and steps of the CARS model contained in the final project of Genre Analysis (GA) of English language education for students in Indonesia. This study aims to describe the moves and steps of the Creating a Research Space (CARS) model that is presented in the English-language students' Genre Analysis (GA) theses of several universities in Indonesia. The model used in this study is the CARS model of Swales which consists of three moves. The research method is qualitative. The data in this study are five abstract scripts of students of the English Language Education study program available in Indonesia. Two abstract scripts were obtained from the document repository of the University of Education Indonesia and three abstracts from the documents of the Islamic University of Indonesia for 2023. The data collection technique used is the library, which is the primary data source for the written source. The data analysis techniques used qualitative descriptive techniques. These results show that the Creating a Research Space (CARS) model developed by Swales can be effectively applied to the analysis of abstract genres in English language student scripts. All moves and steps in the CARS model, ie M-1 (creating analysis fields), M-2 (solving problems in analysis), and M-3 (absorbing problems), can be clearly identified in the abstract scripts studied. From this point of view, the researchers emphasize that applying the CARS model not only helps in abstract structural analysis but also provides a deeper insight into how to compose an informative, coherent, and consistent with academic standards.
Analyzing the Students' Motivation towards the Use of ICT in Learning English Febriyuliana Widyaningtyas; Farah Sukmawati Wahidah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 9 No 2 (2021)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v9i2.6307

Abstract

The present study aims to analyze the students' motivation towards the use of ICT in learning English. There are two types of motivation tested in this study: intrinsic and extrinsic. Intrinsic motivation includes self-efficacy and self-desire, while extrinsic motivation includes environmental factors and goals to be achieved. The participants in the present study are 33 eighth-semester university students from various departments in the Faculty of Teacher Training and Education, except English Education Department, from one private university in Cirebon, West Java, Indonesia, who got the English lessons as a subject taught in that university. The participants are from the Department of Economics Education, Mathematics Education, Elementary School Education, and Indonesian Language and Literature Education. The present study uses a qualitative case study method. The data is gathered from the distribution of online questionnaires and interviews. The questionnaire contains 18 questions and is divided into four parts: self-efficacy, self-desire, environmental factor, and goal to be achieved. Then, the writers conduct indirect interviews through one of the telecommunications applications, namely WhatsApp. The results indicated that intrinsic motivation was the motivation that most influenced non-English Department students' motivation to learn English using ICT. The most prominent intrinsic motivation was self-desire, where this motivation arose within oneself without being influenced by external or environmental factors. 
A Critical Review of Canva as a Visual Media Platform for English Learning Khakim, Agi Khafidh Al; Wahidah, Farah Sukmawati; Wirabhakti, Agus
Devotion : Journal of Research and Community Service Vol. 5 No. 5 (2024): Devotion: Journal of Community Service
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/devotion.v5i5.731

Abstract

This article reviews the use of online visual media platforms for English language learning, revealing that these platforms influence learners' motivation, participation, skill assessment, and collaborative learning environments. The review also highlights the need for further research on the integration of visual media in English language acquisition, particularly in reputable publications like Scopus and Google Scholar. This study also focuses on the writer's existing knowledge and aims to develop their own application of analysis based on their learning from related works. A total of 17 articles were retrieved from two online databases: the SCOPUS database and the Google Scholar website, using keywords related to the theme of online Visual media platforms accommodating online learning experiences and the effectiveness of onlinevisual media platforms. The study incorporated three research approaches: qualitative, quantitative, and mixed-method Research design methodology. The findings indicated the need of using all three research methods to get a legitimate and robust result for data interpretation in the field of education when using Canva as an online visual medium platform.
Pre-service Teachers’ Perspective on the Use of Short Video Stories in Primary Education Ravenska Tiara Jessica; Ananda, Putri; Wulandari, Nadia; Ratna Prasasti Suminar; Farah Sukmawati Wahidah
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.v13i2.6805

Abstract

This study examines a single pre-service teacher's perspective on using short story videos to teach English to primary school students, utilizing the Technological Pedagogical Content Knowledge (TPACK) model and a constructivist approach. Rather than relying on classroom observations, it emphasizes the teacher’s self-reported experiences and reflections to explore the integration of content knowledge, pedagogical strategies, and technological tools. Data were gathered through a semi-structured interview conducted during the participant’s teaching practicum in a fifth-grade classroom. The participant, a 24 years old undergraduate student in her final year, actively engaged in classroom instruction during her practicum and had completed relevant coursework in English language teaching. Findings indicate that short story videos were viewed as engaging and pedagogically valuable, although the integration across TPACK domains was inconsistent. While the participant maintained a positive attitude towards using video media, she encountered challenges related to technological confidence and the alignment of media with content. This study underscores that TPACK-based reflective interviews can yield valuable insights into the development of preservice teachers, even in the absence of direct classroom observation.
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.
Gamification in English education: Boosting motivation and language achievement Farah Sukmawati Wahidah; Devi Mulatsih; Padaig Maeve Nowlan
Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v2i1.35

Abstract

Gamification has emerged as an innovative approach in English education, addressing persistent challenges related to low student motivation and limited language achievement. Current research highlights the potential of game-based elements—such as points, badges, and leaderboards—to enhance engagement and participation; however, many studies focus primarily on motivation or short-term outcomes rather than measurable improvements in language proficiency. This gap indicates a need for empirical evidence that directly connects gamification with both motivational and performance-based outcomes in structured classroom settings. This study aims to examine the impact of gamified English learning activities on students’ motivation and language achievement. Employing an experimental design, the study involved 60 undergraduate students divided into a gamified group and a non-gamified group. Data were collected through motivation surveys, language achievement tests, and classroom observations over a six-week intervention period. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests with SPSS to determine significant differences between groups. The findings reveal that students in the gamified group demonstrated significantly higher motivation, reflected in greater enthusiasm, persistence, and participation. In addition, they achieved substantially higher language performance scores, showing improvements in accuracy, fluency, and task completion. Statistical results confirmed that these differences were highly significant, with large effect sizes in both motivation and achievement. These results suggest that gamification not only enhances engagement but also translates into measurable learning outcomes. The study implies that integrating well-designed game elements into English instruction can create a more interactive, motivating, and effective learning environment. This research contributes to the field by providing empirical evidence linking motivation and achievement, offering practical guidance for educators seeking to improve both student engagement and language proficiency through gamified learning strategies.
Co-Authors Agus Wirabhakti Ananda, Putri Deri Sis Nanda Devi Mulatsih Dwi Rukmini Dwiniasih Febriyuliana Widyaningtyas Januarius Mujiyanto Junanto, Heru Katharina Rustipa Katharina Rustipa Khakim, Agi Khafidh Al Nadia Wulandari Padaig Maeve Nowlan Ratna Prasasti Suminar Ravenska Tiara Jessica Roghibatul Luthfiyyah Roghibatul Luthfiyyah, Roghibatul Susanto, Susanto Triyawan, Daffa Zahrohtul, Galih