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All Journal Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Metathesis: Journal of English Language, Literature, and Teaching Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL TARBIYAH VISION SALTeL Journal (Southeast Asia Language Teaching and Learning) Scope: Journal of English Language Teaching IJECA (International Journal of Education and Curriculum Application) English Teaching and Linguistics Journal (ETLiJ) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences English Education: English Journal for Teaching and Learning Randwick International of Education and Linguistics Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Simki Pedagogia Journal Of Human And Education (JAHE) ALLURE JOURNAL LINGUISTIK TERAPAN Journal of General Education and Humanities Frasa: English Education and Literature Journal Socius: Social Sciences Research Journal Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris SCHOULID: Indonesian Journal of School Counseling Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial The Journal of Educational Development Tradition and Modernity of Humanity ETERNAL: English Teaching Journal Edumaspul: Jurnal Pendidikan Jurnal Simki Pedagogia
Ernita Daulay
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Students’ Perception On Using Busuu App As Learning Vocabulary Media Yufita Afifka; Ernita Daulay
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1251

Abstract

Busuu is a language learning application that displays interactive audio-visual features that can help students learn and acquire vocabulary well, especially English. However, many researchers who discuss the Busuu application generally discuss improving listening, but only a few researchers discuss students' perceptions in using the Busuu application as a medium for learning vocabulary. The purpose of this study was to explore students' perceptions of the Busuu application that has been used as a medium for learning vocabulary. This study uses a qualitative descriptive method, with questionnaires and interviews as data collection. The data collected were analyzed using thematic analysis. The results obtained from the questionnaire and interviews revealed that the Busuu application as a learning medium provides effectiveness for students as vocabulary learning 83.57% which is included in the good category and also Busuu is able to improve vocabulary, motivate students to be more active in learning . Furthermore, the results of this research also reveal other benefits of Busuu features such as interactive audio visuals and systematically arranged material, also there are some restrictions such as poor internet connections which can be an obstacle for users.
EFL bachelor’s students’ experiences in writing recount texts through daily english journaling: a focus on advantages and obstacles Harahap, Anggi Handayani; Dalimunthe, Ahmad Amin; Daulay, Ernita
SCHOULID: Indonesian Journal of School Counseling Vol 10, No 1 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/085936011

Abstract

This study investigates the experiences of sixth-semester EFL undergraduate students at UIN Sumatera Utara in implementing daily English journaling to develop their writing skills. Specifically, it aims to (1) explore students’ engagement with journaling as a tool for writing development, (2) identify the perceived benefits of this practice, and (3) examine the challenges they face during the process. Using a qualitative approach with a phenomenological case study design, the research involved five purposively selected participants over a six-week period of daily journaling. Data were collected through semi-structured interviews, journal samples (comprising 30 entries per participant), reflective logs, and field notes. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, involving data condensation, display, and conclusion drawing. Trustworthiness was ensured through prolonged engagement, triangulation, member checking, and persistent observation. The findings indicate that sustained journaling over time fostered writing fluency—evidenced by increased word count per entry, greater lexical variation, and reduced grammatical errors. Participants also reported enhanced confidence, improved sentence structure, and greater awareness of their writing habits. Nevertheless, challenges such as limited vocabulary, inconsistent motivation, lack of feedback, and time constraints were frequently noted. These results underscore the pedagogical value of journaling as a reflective, low-stakes writing practice in EFL contexts. The study offers practical insights for educators on integrating journaling into writing instruction and highlights the need for guided feedback mechanisms to optimize learning outcomes.
Reading Comprehension through Multimodal Literacy Approach for English Education Daulay, Ernita; Utami Dewi
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1910

Abstract

In the digital era, reading comprehension of multimodal texts that integrate written language with images, videos, and interactive elements has become crucial yet challenging for many students. This mixed-methods study investigated the effectiveness of a multimodal instructional approach in enhancing reading comprehension among 120 Indonesian high school students. The quantitative component employed a quasi-experimental design with pre/post reading comprehension tests, while the qualitative component utilized observations and interviews. The results revealed that the experimental group receiving multimodal instruction achieved significantly higher reading comprehension scores compared to the control group receiving traditional text-based instruction (F(1, 117) = 12.68, p < .001, ηp2 = .098). The multimodal approach was particularly beneficial for students with lower initial reading proficiency levels. Qualitative data indicated increased engagement, motivation, comprehension facilitation, accommodation of diverse learning styles, and the need for technology integration support and instructional scaffolding. The findings align with multimedia learning theory and differentiated instruction principles, providing empirical evidence supporting the integration of multimodal elements to create engaging, accessible, and effective reading experiences. Implications for teacher professional development, curriculum design, and future research directions are discussed. Overall, this study contributes to the growing literature on multimodal literacy pedagogy and offers practical insights for enhancing reading instruction in the 21st century multimedia landscape.
The Use of Loora as Media to Check Grammar in Speaking for Undergraduated Students Dandi Salmanda; Ernita Daulay
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31788

Abstract

This study examines the effectiveness of Loora, an artificial intelligence (AI)-based language learning application, in improving English speaking skills and grammatical accuracy among university students. Using a qualitative case study approach involving 10 participants, this study explores how Loora provides real-time and personalized feedback that encourages independent, reflective, and active language use in line with Swain's Output Hypothesis. The results indicate that Loora significantly improves students' confidence, awareness of grammatical errors, and speaking habits by providing detailed explanations and instant corrections. Despite limitations such as a small sample size and infrastructure challenges, the findings suggest that AI-based tools like Loora can effectively support language learning by making feedback more accessible and engaging. This study highlights the potential of integrating innovative technological solutions into language education to enhance learning autonomy, grammatical accuracy, and overall speaking ability.
EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS Rambe, Fadlan; Daulay, Ernita
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5047

Abstract

This research was initiated based on preliminary survey findings that highlighted the challenges faced by EFL students in speaking English, which subsequently guided the researcher’s focus. The primary objective of this study is to examine students’ perceptions of SmallTalk2Me as a digital tool for enhancing speaking proficiency. Employing a qualitative design, the study involved four students from a public institution in North Sumatra, who responded to open-ended questionnaires and participated in semi-structured interviews. Data were analyzed through thematic analysis, which revealed several significant themes: AI tools as scaffolding agents, confidence development in speaking, real-time feedback and error correction, social interaction with technology, and accessibility and flexibility of learning platforms. The findings indicated that SmallTalk2Me and similar AI-based applications were perceived as effective scaffolding agents, providing structured speaking practice, immediate feedback, and a supportive environment for trial and error. Participants reported noticeable improvements in pronunciation, fluency, confidence, and motivation. These results align with Vygotsky’s sociocultural theory, which underscores the role of scaffolding, mediation, and social interaction in second language acquisition. The selection of this theoretical framework was grounded in its relevance to the study’s objectives and its endorsement by the researcher’s advisor. Moreover, the study highlights that the integration of AI tools into language learning fosters learner autonomy and enhances speaking competence, particularly in contexts where interaction with native speakers is limited. The findings further emphasize the importance of emotional support and self-directed learning within digital speaking practice. Overall, SmallTalk2Me is shown to offer promising features that contribute to the development of students’ speaking abilities.
Kahoot as a Digital Game-Based Instruction for EFL Young Learners: Students' Perceptions Harahap, Melisa Khoyyiroh; Dewi, Utami; Daulay, Ernita
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.v13i2.7811

Abstract

This study explores young learners’ perceptions of Kahoot as a digital game-based instruction tool in English as a Foreign Language (EFL) classrooms. The research was conducted with 18 fourth-grade students (ages 9–10) at a private elementary school in Medan, North Sumatra, Indonesia. Most participants were at beginner to lower-intermediate English proficiency levels with varied digital literacy. Data were collected over a period of three weeks using observation and interviews and analyzed thematically. Findings revealed that Kahoot positively influenced students’ learning experiences in several ways. First, it significantly increased motivation and engagement, with 14 students reporting greater enthusiasm compared to textbook-based lessons. Second, all students highlighted the fun and interactive nature of Kahoot, supported by visual and auditory features that encouraged participation. Third, 12 students emphasized its effectiveness in vocabulary and grammar acquisition, while half (9 students) reported increased self-confidence in language use. However, challenges were also identified, including technical issues, limited variety of activities, and stress caused by competition for a few learners. Overall, the study concludes that Kahoot can serve as an effective supplement to EFL instruction for young learners, fostering motivation, confidence, and language acquisition. Practical recommendations are provided for teachers, policymakers, and developers, along with suggestions for future research.  
Inovasi Pangan Lokal Untuk Mendukung Gizi Optimal Dan Pencegahan Stunting Daulay, Ernita; Mahendra, Andi; Rizky, Ishlahiyah Nur; Aridzki, Asshifa Nazila; Syahfitri, Dini; Anjani, Sri
Journal Of Human And Education (JAHE) Vol. 4 No. 5 (2024): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v4i5.1465

Abstract

Program Kuliah Kerja Nyata (KKN) ini dilaksanakan di Desa Secanggang, Hinai Kiri Lingkungan 4, dengan fokus pada inovasi pangan lokal untuk mendukung gizi optimal dan pencegahan stunting. Tujuan program ini adalah mengembangkan inovasi dalam pemanfaatan sumber daya pangan lokal, meningkatkan kesadaran gizi masyarakat, dan berkontribusi pada upaya pencegahan stunting. Metode yang digunakan meliputi pendekatan partisipatif melalui serangkaian kegiatan edukasi, pelatihan, dan pengembangan produk pangan inovatif. Hasil program menunjukkan teridentifikasinya beberapa pangan lokal potensial untuk inovasi, pengembangan produk inovatif seperti snack bar berbasis ikan lokal dan biskuit fortifikasi tepung daun kelor, serta peningkatan pemahaman masyarakat tentang nilai gizi pangan lokal. Uji penerimaan menunjukkan respon positif masyarakat terhadap produk inovasi. Kesimpulannya, program ini berhasil mengembangkan inovasi pangan berbasis sumber daya lokal yang berpotensi meningkatkan asupan gizi masyarakat, dengan pendekatan partisipatif menunjukkan potensi keberlanjutan program dalam jangka panjang.
Improving Students’ Speaking Ability Through Loora As Mobile-Assisted Language Learning Application Dimas; Daulay, Ernita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6335

Abstract

This study was prompted by the importance of technology in language learning, especially in improving students' speaking abilities. One of the technologies used is the Loora application, a mobile-based language learning (MALL) application that uses AI to provide automatic feedback and simulate everyday conversations. This study investigates how the Loora application improves students' speaking ability. The study population was 9th-grade students at MTs Al-manar in Deli Serdang, North Sumatra, with a sample of 20 students selected through purposive sampling. The research method used was classroom action research, which consisted of two cycles. Data collection was conducted through a pre-test as a diagnostic test, and a post-test was conducted each cycle to measure the improvement of students' speaking ability and interviews to understand students' experience using this application. The results showed a significant improvement in accuracy (pronunciation, vocabulary, and grammar) and speaking fluency. The highest increase occurred in the vocabulary aspect, with a percentage increase of 38.49%, followed by grammar by 22.05% and pronunciation by 17.72%. Meanwhile, speaking fluency increased by 17.57%. From the analysis, the accuracy aspect experienced a higher increase than fluency, where the accuracy score increased by 21.22% and fluency by 17.57%. The interview results confirmed the students' improved speaking skills and highlighted their favorable experiences with the Loora app. They felt more confident in speaking after using Loora, and they appreciated the automatic feedback feature that helped them correct mistakes and better understand English. This positive experience underscores the app's user-friendliness, which is encouraging for both educators and app developers. This research shows that the Loora application can be a learning media that significantly improves students' speaking abilities. Educators are advised to consider using MALL-based technology when teaching languages, as it can enhance students' speaking ability. These findings can potentially be used by application developers to increase the interactive elements of their language learning apps, hence increasing their potency in developing students' speaking abilities.
STUDENTS’ PERCEPTION OF THE USE EVERNOTE APPLICATION ON BASIC ENGLISH WRITING SKILLS IN JUNIOR HIGH SCHOOL Novriansyah, M. Firza; Daulay, Ernita
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9534

Abstract

This research aims to analyze students' writing skills using the Evernote application. This research uses a qualitative research design, the participants are junior high school students in Medan. Data was obtained from questionnaires and interviews. This research focuses on junior high school students in Medan. A total of 10 students became participants in this research and 3 students were selected to answer interview questions. The data collection technique used in this research is a non-test technique which comes from two sources, namely questionnaires and in-depth interviews. The results show that 60% of students agree that the Evernote application can help their writing abilities. As many as 80% of students agree that Evernote provides complete and easy to understand information. As many as 70% of students felt very satisfied, and as many as 70% thought Evernote was an effective learning medium to help their English writing skills. Overall, students responded positively to using Evernote to help improve their writing skills. In addition, the Evernote application provides various interesting and easy-to-use features that can help language development. Overall, this study contributes to the existing literature on technology-enhanced language learning by providing insight into how middle school students use Evernote for basic English writing.Keywords: development; evernote application; students’ perception; writing ability 
Evaluating Vocabulary Learning with the English With Tiffani App: A Qualitative Study of Student Perceptions and Pedagogical Outcomes Nasution, Haikal Affakih; Daulay, Ernita
The Journal of Educational Development Vol. 12 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v12i1.3597

Abstract

The qualitative study investigated the impact of the English With Tiffani App on vocabulary learning among students, against a backdrop of increasing reliance on digital tools in education. The objective was to evaluate the app's effectiveness as a Mobile Assisted Language Learning (MALL) tool and to understand student perceptions regarding its usage. Using a descriptive qualitative research methodology, data were collected through interviews with students who had used the app for vocabulary enhancement. The results revealed that students found the app beneficial for learning new vocabulary and engaging due to its gamified elements and user-friendly interface. It was concluded that the English With Tiffani App significantly aids in vocabulary acquisition, enhancing students' language learning experiences and outcomes. This study contributes to educational technology by providing empirical evidence on the advantages of gamification in language learning and by suggesting practical implications for incorporating similar digital tools in educational settings to improve student engagement and learning outcomes.
Co-Authors Achmad Ramadhan Andi Mahendra Ani, Anry Aridzki, Asshifa Nazila Arimbi, Gita Dwi Asyifa, Putri Aghna Benni Ichsanda Rahman Hz Dalimunthe , Muhammad Dalimunthe, Ahmad Amin Dandi Salmanda Dicky Rozaki Dimas Dwi Widayati Farida Repelita Waty Kembaren Fatni Sulani Siregar Gama, Muhammad Putra Gama Gita Dwi Arimbi Harahap, Anggi Handayani HARAHAP, MELISA KHOYYIROH Kembaren, Farida Repelita Waty Lainatusshifa Saragih Lubis, M. Husnan Lubis, Nisa Aldira LUBIS, TASNIM Mu'adzah Rana, Nuha Mulyadi Mulyadi N, Nuriana Nasution, Haikal Affakih Nisa Aldira Lubis Nisa'Sirait, Riza Nur Muslimatun Novriansyah, M. Firza Nurul Fatwa Rahma Wati Rahmah Fithriani Rahmawati Rahmawati Rahmawati Rahmawati Rahmawati, Rahmawati Rambe, Fadlan Rizky, Ishlahiyah Nur Rustam Rustam Salmiah, Maryati Salsabila Ayudi Rizka Saragih, Ibnu Ziat Septian Nasution, Sukma Siregar, Rizqia Fitri Sitorus, Jesi Suryani Sri Anjani Syahfitri, Dini Tien Rafida, Tien Utami Dewi Utami Dewi Windra Endriani Waruwu Yufita Afifka Yunita, Elsi