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All Journal International Journal of Evaluation and Research in Education (IJERE) Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Pengabdian Pada Masyarakat Wiralodra English Journal (WEJ) Jurnal Surya Masyarakat Syntax Idea Didaktik : Jurnal Ilmiah PGSD STKIP Subang SALEE: Study of Applied Linguistics and English Education DEDIKASI PKM JOLLT Journal of Languages and Language Teaching Journal of English Education and Linguistics Journal Of Academia In English Educations (JADEs) LINGUAMEDIA Journal Verba: Journal of Applied Linguistics Educalingua Journal JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Wiyaka Wiyaka
Universitas Persatuan Guru Republik Indonesia Semarang
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School Dian Septia Munasih; Entika Fani Prastikawati; Wiyaka Wiyaka; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.411

Abstract

The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.
THE PARENTS’ ROLE OF ENGLISH LEARNING ACHIEVEMENT: STUDENTS’ AND TEACHERS’VOICES A CASE STUDY AT SD N 1 SENDANGMULYO SLUKE REMBANG Selly Devinda Dewi; Rahmawati Sukmaningrum; Wiyaka Wiyaka
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.663

Abstract

This study investigates parental roles in supporting students' English learning achievement in a remote primary school setting. Using a descriptive qualitative approach, data were collected from twenty fifth-grade students and an English teacher at SD N 1 Sendangmulyo through questionnaires, semi-structured interviews, and academic documentation. The data were analyzed using the interactive model of condensation, display, and conclusion drawing. The results reveal that parental roles primarily manifest as emotional motivators and digital facilitators, providing smartphones and internet access to compensate for geographical barriers. While significant linguistic barriers limit direct academic tutoring, parents act as strategic coordinators by utilizing "social capital," such as more proficient siblings. These findings underscore the importance of emotional anchoring and technological mediation in enhancing language outcomes in rural EFL contexts. This study provides practical insights for educators to synchronize home-school communication in underserved regions.
Resource-Constrained EFL Education in Libya: Teachers’ Classroom Practices and Institutional Challenges Amnnah Abdulwahab; Arso Setyaji; Wiyaka; Ali Albayyan
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.v7i1.14871

Abstract

Resource limitations remain a major challenge affecting the quality of English as a Foreign Language (EFL) education in many developing countries, including Libya. In under-resourced primary schools, insufficient instructional materials and limited educational facilities may hinder effective English language teaching and learning. This study aimed to explore how resource constraints influence EFL teaching practices and learning processes from teachers’ perspectives. Employing a qualitative case study design, data were collected through semi-structured interviews with English language teachers at a Primary School in Libya during the 2025–2026 academic year. The findings revealed that shortages of modern teaching media, overcrowded classrooms, and limited access to professional development significantly restricted the implementation of communicative language teaching approaches. As a result, teachers relied heavily on traditional rote-learning methods, which reduced student engagement and limited learning outcomes. The study concludes that resource constraints not only affect classroom instruction but also hinder the development of interactive and student-centered EFL learning environments. Therefore, greater institutional support, improved educational infrastructure, and systematic integration of educational technology are needed to enhance the quality and equity of EFL education in Libyan primary schools.
Kurikulum Merdeka: Pendampingan Pembelajaran Berdiferensiasi bagi Guru SD di Wonosobo dan Banjarnegara Siti Aimah; Bambang Purwanto; Wiyaka Wiyaka; Divya Fitriyani; Elmira Noer Shaumi; Nurani Ayu Febriana
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.149-159

Abstract

The lack of comprehension of the Merdeka Curriculum among elementary school teachers generally affects how they implement differentiated learning in the classroom. This program aims to 1) assist elementary school teachers with the Merdeka Curriculum; 2) assist elementary teachers with the student diversity in differentiated learning; and 3) share best practices in differentiated learning implementation with elementary teachers. To accomplish the aforementioned goals, especially for 24 primary school teachers, a variety of strategies were used, including offline and online workshops. The findings of the interview and the workshop observations indicate that elementary school teachers' comprehension of the Merdeka curriculum has improved. To assist them in putting differentiated learning into practice, the majority of them are adept at modifying the teaching module (MA), which covers understanding learning outcomes (CP), expanding them into learning objectives (TP), and so on. Elementary school teachers in Kab. Banjarnegara & Kab. Wonosobo now have a greater knowledge of differentiated learning in the classroom and the Merdeka curriculum after attending the workshops. It is intended that teachers can completely incorporate differentiated learning into the classroom to provide students with relevant learning experiences.
Replika-AI-Assisted English Flipped Learning: Enhancing EFL Learners’ Willingness to Communicate, Self-Regulation, and Higher-Order Thinking Skills Shella Nabilla; Lusia Maryani Silitonga; Wiyaka Wiyaka
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.20043

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities to enhance students’ communicative competence and cognitive skills. This study investigated the effectiveness of integrating a flipped classroom approach with a conversational agent (Replika-AI) in improving students’ willingness to communicate (WTC), self-regulation (SR), and higher-order thinking skills (HOTS) in English-speaking learning. This research employed a mixed-method approach with a quasi-experimental design involving two groups of students from the English Language Education Study Program at Universitas PGRI Semarang. The control group implemented a traditional flipped classroom model, whereas the experimental group used a flipped classroom integrated with Replika-AI. Quantitative data were collected using Likert-scale questionnaires measuring WTC, SR, and HOTS and were analyzed using analysis of variance (ANOVA) through SPSS. Qualitative data on students’ speaking performance were analyzed using Brown’s speaking assessment framework and processed with MAXQDA software. The results indicated that students in the experimental group achieved significantly higher scores in all three variables compared to those in the control group. The integration of Replika-AI had a significant impact on students’ willingness to communicate, self-regulation, and higher-order thinking skills. Qualitative findings also revealed improvements in speaking components, including comprehension, vocabulary, fluency, pronunciation, and grammar. Overall, the findings showed that combining a flipped classroom with an AI conversational agent created a more interactive and independent learning environment, which contributed to the improvement in students’ English speaking skills.
EXPLORING STUDENTS' ACCEPTANCE OF DIGITALIZATION IN VOCATIONAL SCHOOL ENGLISH LEARNING Rendra Aji Putra; Wiyaka; Dias Andri Susanto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18371

Abstract

ABSTRACT The rapid development of digital technology has transformed English language learning by providing various opportunities for students to access learning resources, interact with digital platforms, and develop language skills. However, successful digital integration depends not only on technological availability but also on students’ acceptance and willingness to use digital technologies. This study aimed to investigate vocational high school students’ acceptance of digitalization in English language learning based on the Technology Acceptance Model (TAM), focusing on Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). This study employed an explanatory sequential mixed-methods design. Quantitative data were collected through a close-ended questionnaire administered to nineteen vocational high school students, while qualitative data were obtained through open-ended questionnaires and semi-structured interviews with selected participants. The data were analyzed using descriptive statistics and thematic analysis based on the TAM framework. The findings revealed that students demonstrated a high level of acceptance toward digitalization in English learning. The results showed that Perceived Usefulness obtained an overall mean score of 3.86, indicating that students considered digital technologies beneficial for improving English skills, accessing learning materials, increasing engagement, and supporting task completion. Meanwhile, Perceived Ease of Use achieved an overall mean score of 3.70, suggesting that students perceived digital technologies as easy to operate despite several technical challenges. The study concludes that students’ acceptance of digitalization is strongly influenced by their perceptions of usefulness and ease of use. The findings provide practical implications for English teachers and schools in designing accessible and effective digital learning environments. Keywords: digitalization; English language learning; Technology Acceptance Model; perceived usefulness; perceived ease of use; vocational high school students
Co-Authors AB Prabowo Kusumo Adi Ali Albayyan Amnnah Abdulwahab Arso Setyaji Bagus Ardi Saputro Beny Arum Setianingsih Budi Handoyo Cintya Hadi Iswara Dian Septia Munasih Dias Andri Susanto Dias Andris Susanto Dicky Meiantoni Divya Fitriyani Elmira Noer Shaumi Entika Fani Prastikawati Fajar Cahyadi Festi Himatu Karima Fine Reffiane Gigih Rizqi Adhi Hanifah Widhia Ningrum Hartono Hartono Lusia Maryani Silitonga Maria Yosephin Widarti Lestari Moses Adeleke Adeoye Muhammad Shofri Firdaus Nani Hidayati Ngasbun Egar Nur Cholifah Nurani Ayu Febriana Purwanto, Bambang Rahmawati Sukmaningrum Rendra Aji Putra Reza Maylano F Rizal Rinaldi Rizky Ayuk Juvanichasari Selly Devinda Dewi Shella Nabilla Siti Aimah Siti, Lestari Theresia Cicik Sophia Budiman Veysa Malvado Yoyok Andriyanto