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All Journal English Language Teaching Prima Journal (ELT) Journal of English Language Teaching and Learning
Alvi Raihan Utami
Universitas Teknokrat Indonesia
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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STUDENT WORKBOOK USE: DOES IT STILL MATTER TO THE EFFECTIVENESS OF STUDENTS’ LEARNING? Alvi Raihan Utami; Dyah Aminatun; Nina Fatriana
Journal of English Language Teaching and Learning Vol 1, No 1 (2020): JELTL
Publisher : fsip.teknokrat.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jeltl.v1i1.247

Abstract

One effort that teachers can do to improve their learning process is by developing learning resources for themselves and their students. Teachers can use student workbook (LKS) to be used as a source of learning for students. A student workbook that contains material summaries can help students more effectively understand the materials. Student workbook containing a variety of practice questions is believed to affect the effectiveness of student’s learning. This research aims to analyze the effects of using student workbook (LKS) towards the effectiveness of students’ learning. This research was conducted to see students' perceptions of the role of using student workbook (LKS) towards the effectiveness of student learning. To collect data, this study used a questionnaire distributed to 24 students using a survey administration application, consisting of six questions related to the students' perceptions of the role of using student workbook (LKS) towards student’s learning process. After all, participants had completed the questionnaire, the data were then categorized based on relevant findings. The findings reveal that the use of student workbook gives beneficial impact on students’ learning since it can be one of the sources of learning besides the teacher’s explanation. It also makes students easier in understanding the materials with simple content and various practices. In the end, this research hopefully can be useful as a reference or guide for future researchers who want to conduct similar research on the use of student workbook (LKS) as one of the resources in the teaching process.
Enhancing BIPA Learners’ Speaking Confidence Through Wordwall in Online Learning Intan Hamzah; Khairani Putri Salsya; Alvi Raihan Utami; Dyah Aminatun; Mutiara Ayu
ELT (English Language Teaching Prima Journal) Vol. 8 No. 1 (2026): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v8i1.8412

Abstract

The integration of digital learning tools in language education has opened new avenues for improving students' communicative competence, particularly in the context of teaching Indonesian to foreign speakers (Bahasa Indonesia bagi Penutur Asing/BIPA). This study investigates the effectiveness of Wordwall, an interactive, game-based online platform, in enhancing the speaking confidence of BIPA learners during online learning. Using a convergent parallel mixed-methods design combining quasi-experimental pretest-posttest measurements with learner questionnaires and structured classroom observation data, data were collected from 30 intermediate-level BIPA students over an eight-week instructional intervention. Quantitative results revealed statistically significant improvements in overall speaking confidence (t(29) = 8.47, p < .001, Cohen's d = 1.54), with the most pronounced gains in willingness to communicate and reduced speaking anxiety. Speaking performance rubric scores also improved significantly across five criteria: fluency, grammatical accuracy, vocabulary range, pronunciation, and interactive competence. Qualitative analysis identified four major themes: affective liberation, lexical empowerment, social belonging and motivation, and self-efficacy growth. These findings suggest that Wordwall, purposefully integrated into online BIPA speaking instruction, serves as a powerful pedagogical tool for dismantling affective barriers to oral communication and building the lexical confidence needed for more fluent and willing participation in Indonesian.
Harnessing TikTok for English Learning: Addressing Digital Literacy Gaps Among Indonesian High School Students Khairani Putri Salsya; Alvi Raihan Utami; Intan Hamzah; Salsabila Elysia
ELT (English Language Teaching Prima Journal) Vol. 8 No. 1 (2026): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v8i1.8445

Abstract

Despite the widespread use of social media among Indonesian youth, digital literacy and English language proficiency remain unevenly developed. This study explores how TikTok, as a popular short-form video platform, can serve as a medium for English language learning and digital literacy enhancement among Indonesian high school students. Employing a qualitative case study approach, the research involved digital diaries, semi-structured interviews, and focus group discussions with students from two public senior high schools. The findings indicate that students engage with TikTok daily, frequently encountering English-language content such as vocabulary tips, dialogue-based skits, lyric challenges, and storytelling videos. This exposure supports incidental learning and fosters motivation; however, most students engage passively with the content and show limited ability to critically assess or reflect on the material. While TikTok offers authentic and engaging opportunities for language input, it does not inherently promote deeper digital literacy without pedagogical scaffolding. The study emphasizes the importance of guided educational strategies that incorporate popular digital platforms like TikTok to support both language acquisition and critical digital literacy. It also calls for curricular reforms to better align with students’ digital practices and suggests further research into structured integrations of social media in formal language instruction. Keywords: TikTok, English language learning, digital literacy, Indonesian high school students, social media-based learning, EFL, informal learning environments.
Co-Authors Dyah Aminatun Intan Hamzah Khairani Putri Salsya Mutiara Ayu Salsabila Elysia