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All Journal Perspective Jurnal Pendidikan Bahasa Inggris 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 Educational Management Research Journal of Research in English Language Teaching and Linguistics
Farah Sukmawati Wahidah
Universitas Swadaya Gunung Jati
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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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.
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.
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.
Exploring the Role of TED Talks in Developing EFL College Students' Critical Listening Skills Yuni Permata sari; Maisa; Farah Sukmawati Wahidah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2796

Abstract

This study aimed to explore how TED Talks contribute to the development of EFL college students' critical listening skills by examining their learning experiences and perceptions of analyzing, interpreting, and evaluating authentic spoken English. A qualitative descriptive design was employed involving 26 undergraduate English Education students at an Indonesian university. Data were collected through Likert-scale and open-ended questionnaires, followed by semi-structured interviews with five purposively selected participants. The data were analyzed using Miles, Huberman, and Saldaña's interactive model supported by descriptive statistics. The findings revealed four interconnected themes: TED Talks promoted analytical listening by improving students' ability to identify main ideas and discourse organization; enhanced interpretation of spoken messages through contextual reasoning and repeated listening; encouraged critical evaluation by examining arguments and supporting evidence; and fostered self-regulated learning through strategic use of subtitles, replaying videos, and vocabulary searches. Overall, TED Talks functioned as authentic digital learning resources that strengthened critical listening and learner autonomy. These findings imply that integrating TED Talks into EFL listening instruction can effectively promote higher-order thinking and independent learning.
Co-Authors Agus Wirabhakti Deri Sis Nanda Devi Mulatsih Dwi Rukmini Dwiniasih Febriyuliana Widyaningtyas Januarius Mujiyanto Katharina Rustipa Katharina Rustipa Khakim, Agi Khafidh Al Maisa Padaig Maeve Nowlan Roghibatul Luthfiyyah Roghibatul Luthfiyyah, Roghibatul Susanto, Susanto Yuni Permata sari