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All Journal International Conference on Education and Language (ICEL) Lentera: Jurnal Ilmiah Kependidikan Lexeme : Journal of Linguistics and Applied Linguistics Edukasi Lingua Sastra Ksatra: Jurnal Kajian Bahasa dan Sastra JETA (Journal of English Teaching and Applied Linguistic) Journal of Educational Management and Instruction (JEMIn) AKSARA: Jurnal Bahasa dan Sastra IJLHE: International Journal of Language, Humanities, and Education
Aksendro Maximilian, Aksendro
STKIP PGRI Bandar Lampung
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Mastery of Diction, Speaking Interest, and Public Speaking Skill: A Correlational Study at Vocational High School Students Fatmala, Yeyen; Supriyono, Supriyono; Sutrisno AB, Joko; Maximilian, Aksendro
IJLHE: International Journal of Language, Humanities, and Education Vol. 3 No. 2 (2020): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

This study aims to describe the relationship between the mastery of diction, speaking interest and public speaking skill in the context of the students of the Vocational High School in Indonesia. The subjects of this study were the students of SMK Swadhipa 2 Natar, South Lampung, Indonesia. Researchers used the correlational method. The instruments used to collect research data were questionnaire and test. The hypothesis testing of this study was conducted using the product-moment correlation and multiple correlation formula. The results of the statistical test analysis showed that there was a significant correlation between the mastery of diction and the public speaking skill. The correlation between the students’ speaking interest and public speaking skill was also proven significant. Moreover, this research also found that there was a significant relationship between the mastery of diction, the speaking interest, and the public speaking skill of Vocational High School students.
EFL Teachers’ Perceptions Regarding Cultural Awareness in ICT-Based Learning in Indonesian Elementary School Context Sutiyono, Akhmad; Maximilian, Aksendro; Ajeng, Galuh Dwi
IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 1 (2023): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v6i1.1212

Abstract

The present study aims to explore Indonesian EFL teachers’ perception regarding the ICT (Information and Communications Technology) usage for developing cultural awareness of students as well as improving their English literacy and communication. Even though English subject is not considered as compulsory to be taught in elementary school, there is evidence that English is still being taught either as the local content subject or as the language-medium of instruction. This study employs survey research by administering a questionnaire for elementary school English teachers in Indonesia who have been ever implementing online learning. The result shows that most teachers respond positively on the implementation of ICT in English instructional practice in elementary school. Regarding the cultural content, the participants agree that ICT can be helpful for them to provide interactive digital teaching material, including cultural material for the students. The existence of ICT is helpful for both students and teachers to provide real and authentic teaching materials. Therefore, the use of ICT needs to be promoted to provide cultural awareness in ELT practice to equip young learners to do intercultural communication in the global world
The impact of AI-based gamification on student engagement in English writing course Istiara, Febriyantina; Ajeng , Galuh Dwi; Maximilian, Aksendro; Wicaksono, Andri; Singh, Ravindra Pratap
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.10653

Abstract

Active student engagement is a cornerstone of effective pedagogy in writing instruction, yet it remains a significant challenge for educators. This study systematically evaluates the impact of an AI-driven gamification model designed to enhance student participation and motivation. Using a quasi-experimental, mixed-methods design, 50 students were assigned to either an experimental group (n=25) engaging with AI tools (ProWritingAid, Quizizz) or a control group (n=25). The intervention's effects were assessed using validated learning engagement scales and in-depth qualitative interviews. The findings indicate a statistically significant increase in learning engagement for the experimental group, a result attributed to the immediate, personalized feedback and structured, low-stakes practice facilitated by the AI tools. This quantitative outcome was corroborated by qualitative data; thematic analysis revealed overwhelmingly positive student perceptions, with participants citing heightened motivation, reduced writing apprehension, and a greater sense of agency. Students specifically valued the non-judgmental feedback from AI and the competitive yet collaborative nature of the gamified tasks. The implications of this study are twofold. Practically, it offers a replicable pedagogical model for educators seeking to transform passive writing classrooms into active, technology-enhanced learning spaces. Theoretically, it contributes to the literature at the intersection of applied AI and composition pedagogy by demonstrating how gamification principles can be powerfully augmented by AI to address long-standing engagement challenges. This research thus provides a compelling blueprint for designing more effective, student-centered writing curricula in the digital age.
A Study of List, Group, and Label Strategies on Vocabulary Acquisition in the Classroom Najwa, Siti; Maximilian, Aksendro; Febriyanti, Febriyanti
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 1 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v18i1.1892

Abstract

This study investigated the impact of the List/Group/Label (LGL) method on vocabulary learning in eleventh-grade students at SMK Negeri 8 Bandar Lampung. The primary aim was to determine if a significant difference in academic performance existed between the experimental and control groups. The research population consisted of all eleventh-grade students in their second semester at SMK Negeri 8 Bandar Lampung, totaling 338 students spread across 10 classes. Two classes were selected as samples: XI MLPB 1 acted as the experimental group (36 students), while XI MPLB 2 served as the control group (35 students). This study employed a quantitative approach within a quasi-experimental design. Data gathering was carried out through vocabulary evaluations (pre-test and post-test). The results indicated a marked improvement in vocabulary learning for students in the experimental group taught using the LGL method in contrast to the control group. This suggests that the List/Group/Label method serves as an efficient strategy for enhancing students' vocabulary learning
Co-Authors Ajeng , Galuh Dwi Akhmad Sutiyono Akhmad Sutiyono Andri Wicaksono Andri Wicaksono, Andri Budi Setiyo Fatmala, Yeyen febriyanti febriyanti GALUH DWI AJENG Galuh Dwi Ajeng, Galuh Dwi HEJASH, MOHAMMED Istiara, Febriyantina Najwa, Siti Nurmawati, Fitri Praja, Faradiva Shalikha Noor PURNAMAWATI, NAFILA ROSYADI ZA, DEDE Singh, Ravindra Pratap Supriyono Supriyono Supriyono Supriyono Sutrisno AB, Joko Tommy Hastomo Yeyen Fatmala Yulianti Yulianti Yulianti Yulianti