Garuda - Garba Rujukan Digital

Enhancing EFL Students’ Speaking Skills through Digital Storytelling in Podcast Projects Khoirunnisa, Rahma Arsila; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7152

Speaking is widely recognized as one of the most challenging skills for learners of English as a Foreign Language (EFL). Many students experience difficulties in expressing their ideas orally due to limited opportunities for practice, anxiety about making mistakes, and a lack of confidence when communicating in English. These challenges often hinder the development of speaking proficiency in language classrooms. Therefore, innovative and engaging teaching strategies are needed to create supportive learning environments that encourage students to practice speaking more actively. This study investigates the use of digital storytelling through podcast projects as a pedagogical approach to enhance EFL students’ speaking proficiency. The research employed a qualitative design involving ten students from the English Education Department at Nahdlatul Ulama University Surabaya. The participants were engaged in a digital storytelling activity in which they created their own podcasts, beginning with the process of selecting a story topic, writing scripts, rehearsing their narration, and finally recording and sharing their storytelling podcasts. Data were collected through semi-structured interviews in order to explore students’ perceptions and experiences during the podcast project. The collected data were then analyzed using thematic analysis to identify key patterns and themes related to students’ speaking development. The findings of the study indicate that the use of digital storytelling in podcast projects contributed positively to students’ speaking abilities. Participants reported increased confidence when speaking English, improved fluency, and better pronunciation as a result of repeated practice during the recording process.

Literature Review of Animated Films to Enhance Narrative Text Comprehension in Indonesian Elementary Students Ningrum, Retno Dwi; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8024

Narrative text comprehension is a fundamental skill for Indonesian elementary students learning English as a foreign language. However, many students still face challenges in understanding vocabulary, language features, and story structure. One effective medium to address these difficulties is the use of animated films, which combine visual and auditory elements to create a more engaging and meaningful learning experience. This study aims to review previous literature on the use of animated films to improve narrative text comprehension among Indonesian elementary students, identify effective teaching practices, and highlight existing research gaps. The method employed in this study is a systematic literature review of peer-reviewed journal articles, theses, and academic reports published over the last ten years. The review focuses on studies that examine the integration of animated films in English language learning, particularly in developing narrative comprehension skills. The findings indicate that animated films, when supported by structured learning activities such as pre-viewing preparation, guided discussions during viewing, and post-viewing reflections, can significantly enhance students’ understanding of story elements, improve vocabulary acquisition, and increase classroom participation. Furthermore, animated films support multimodal learning by enabling students to process information through both visual and verbal channels simultaneously, which helps them better grasp the meaning of the text. Despite these benefits, research specifically conducted in Indonesian elementary school settings remains limited. In addition, practical guidelines for teachers on how to effectively integrate animated films into classroom instruction are still insufficient.

Students` Perceptions of YouTube Videos as a Tool for Developing Listening Skills Aqmarina, Amanda Zatil; Authar, Nailul; Afandi, Mujad Didien; Aquariza, Novi Rahmania; Basuki, Edi Pujo
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8040

This study explores college students’ perceptions of using YouTube videos as a tool to enhance their listening skills. With the rapid integration of digital media into education, YouTube has become a widely accessible and valuable resource for language learning. The study adopts a qualitative approach by collecting data through semi-structured interviews and focus group discussions involving students who actively use YouTube for English listening practice. The findings, analyzed using thematic analysis, reveal several advantages of YouTube as a learning medium. Students report that it provides exposure to authentic language use, a wide variety of accents, and flexible features such as adjustable playback speed, which help improve comprehension. Additionally, the platform allows learners to access diverse topics that match their interests, increasing engagement and motivation. However, the study also identifies several challenges faced by students. Many participants find it difficult to select appropriate and level-appropriate content due to the vast amount of videos available. Furthermore, distractions from unrelated or entertaining content often reduce learning effectiveness. These issues indicate that while YouTube offers significant potential as a supplementary tool for improving listening skills, its success largely depends on students’ ability to manage their learning process. Overall, the study concludes that YouTube can effectively support listening skill development when used strategically. Therefore, educators are encouraged to guide students in selecting suitable content and developing focused learning habits to maximize the educational benefits of YouTube.

Enhancing EFL Students’ Speaking Confidence through Collaborative Learning Annida Nur Akfany; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.473

This study examines the role of collaborative learning in enhancing EFL students’ speaking confidence through a qualitative literature review with a systematic approach. The study addresses the issue that many EFL learners experience difficulties in speaking due to affective factors such as anxiety and low self-confidence. Data were collected from academic databases, including Google Scholar, ERIC, and Scopus, focusing on articles published between 2021 and 2026. The selection process followed a structured screening procedure, resulting in a subset of relevant studies for in-depth analysis. The data were analyzed using thematic analysis. The findings indicate that collaborative learning enhances speaking confidence through three interconnected mechanisms: increased social interaction, reduced speaking anxiety, and the creation of a supportive learning environment. However, the effectiveness of this approach may vary depending on contextual factors such as group dynamics and instructional practices. This study suggests that collaborative learning should be implemented with appropriate facilitation to maximize its impact on students’ speaking confidence.

Implementing Lexical Choice Strategies for Writing Short Descriptive Texts at Pondok An Nahdloh, Selangor, Malaysia Mujad Didien Afandi; Savira Zaniar; Nailul Authar; Novi Rahmania Aquariza; Edi Pujo Basuki; Destita Shari
Indonesia Berdaya Vol. 7 No. 3 (2026)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.20261577

Limited vocabulary and inappropriate word selection often hinder junior high school students from producing effective English descriptive texts. To address this issue, a community service program entitled Teaching Lexical Choice for Writing Short Descriptive Texts at Pondok An Nahdloh, Selangor, Malaysia was conducted to improve students’ lexical diversity, lexical appropriateness, and linguistic development. The program involved fifteen Indonesian junior high school students and was implemented through a participatory training approach consisting of preparation, implementation, and evaluation stages. Instructional activities included introducing lexical choice, practicing synonym use, selecting contextually appropriate vocabulary, and writing short self-descriptive texts. Students completed writing tasks before and after the training, and their texts were evaluated using a lexical analysis rubric covering lexical diversity, lexical appropriateness, lexical density, register awareness, and overall lexical control. The findings showed substantial improvement in students’ lexical performance. The average total score increased from 12.07 (Fair) in the pre-writing task to 21.80 (Excellent) in the post-writing task. Students demonstrated greater vocabulary variation, more precise word selection, higher lexical density, and improved control of descriptive language. These findings indicate that lexical-choice instruction is an effective strategy for enhancing students’ writing quality and supporting linguistic development in English language learning.

Improving Vocational High School Students' Listening Skills Through Wordwall Based Digital Game Based Learning M. Adrian Amien Anshari; Edi Pujo Basuki; Mujad Didien Afandi; Savira Zaniar
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2617

This study aimed to investigate the effect of Wordwall-Based Digital Game-Based Learning on students’ listening skills and determine the extent of improvement after the treatment. The study employed a quantitative approach using a quasi-experimental one-group pre-test and post-test design. The participants consisted of 29 tenth-grade students at a vocational high school in Surabaya. Data were collected through listening tests administered before and after the implementation of Wordwall-based learning activities. The instrument was validated by experts and demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.873. The findings revealed that students’ listening achievement improved significantly after the treatment. The average pre-test score was 57.41, while the post-test average increased to 77.07. The Wilcoxon Signed Rank Test showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between pre-test and post-test scores. Furthermore, the N-Gain score of 0.4816 was categorized as moderate improvement. These results indicate that Wordwall-Based Digital Game-Based Learning effectively improves students’ listening skills and enhances engagement during listening instruction.

Improving Vocational High School Students' Listening Skills Through Wordwall Based Digital Game Based Learning M. Adrian Amien Anshari; Edi Pujo Basuki; Mujad Didien Afandi; Savira Zaniar
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2617

This study aimed to investigate the effect of Wordwall-Based Digital Game-Based Learning on students’ listening skills and determine the extent of improvement after the treatment. The study employed a quantitative approach using a quasi-experimental one-group pre-test and post-test design. The participants consisted of 29 tenth-grade students at a vocational high school in Surabaya. Data were collected through listening tests administered before and after the implementation of Wordwall-based learning activities. The instrument was validated by experts and demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.873. The findings revealed that students’ listening achievement improved significantly after the treatment. The average pre-test score was 57.41, while the post-test average increased to 77.07. The Wilcoxon Signed Rank Test showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between pre-test and post-test scores. Furthermore, the N-Gain score of 0.4816 was categorized as moderate improvement. These results indicate that Wordwall-Based Digital Game-Based Learning effectively improves students’ listening skills and enhances engagement during listening instruction.

Conflict of Irish Cultural Identity in Brian Friel’s Translation Ambar Andayani; Edi Pujo Basuki; Ali Mustofa
JENTERA: Jurnal Kajian Sastra Vol 12, No 1 (2023): Jentera: Jurnal Kajian Sastra
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jentera.v12i1.6281

This research purposes to analyze Irish cultural identity conflict in Brian Friel’s Translation, namely by analyzing why it happens and how it impacts to Irish. The method applied to analyze is descriptive qualitative method by doing content analysis through data collecting technique in the form of library research. From the data source of Brian Friel’s Translation, the researcher does the technique of interpretation by using Homi K. Bhabha’s postcolonialism theory of mimicry concept to identify the conflict of Irish cultural identity found in the literary work. The result of the research shows that the setting in Brian Friel’s Translation is Northern Ireland in the 19th century. Irish people are surrendered to be the British colony. British people colonize Irish in various ways; destroying Irish rights by forcing them to work very hard on potato plantation in the area where they live to fulfill British people food, forbidding Irish to use their own language or do their Catholic religious worship, executing Ordnance survey namely by replacing names of local places in Northern Ireland for the importance of imperialism forcibly. That colonialism causes suffering, starving and poverty. Through the dialogues, it reflects that British people want to abolish Irish language and culture to replace it to British language and culture which is considered more modern. AbstrakPenelitian ini bertujuan menganalisis konflik identitas budaya bangsa Irlandia dalam drama Translation karangan Brian Friel, yaitu dengan mengupas mengapa konflik itu terjadi, dan bagaimana akibatnya terhadap bangsa Irlandia. Metode yang diterapkan adalah metode deskriptif kualitatif, dengan menganalisa isi melalui teknik pengumpulan data berupa studi kepustakaan. Dari sumber data drama Translation karangan Brian Friel, peneliti memakai teknik interpretasi melalui teori postkolonialisme konsep mimikri dari Homi K Bhabha untuk mengidentifikasi konflik identitas budaya bangsa Irlandia yang ditemukan pada karya sastra tersebut. Hasil penelitian menunjukkan bahwa seting yang terdapat pada drama tersebut adalah pedesaan Irlandia Utara pada abad 19. Bangsa Irlandia takluk menjadi koloni bangsa Inggris. Bangsa Inggris menjajah dengan berbagai cara, menghancurkan hak-hak bangsa Irlandia dengan memaksa mereka kerja paksa di perkebunan kentang tempat tinggal mereka untuk memenuhi kebutuhan makanan rakyat Inggris, melarang mereka menggunakan bahasa asli atau melakukan ibadah agama Katolik, dan melakukan survei Ordnance yaitu mengganti paksa nama-nama lokal di Irlandia utara ke bahasa Inggris untuk kepentingan imperialisme. Penjajahan tersebut menyebabkan penderitaan, kelaparan dan kemiskinan. Melalui dialog-dialognya tercermin bahwa bangsa Inggris ingin melenyapkan budaya serta bahasa Irlandia, lalu menggantinya dengan budaya dan bahasa Inggris yang dianggap lebih modern.

The Effectiveness of Utilizing Nox Android Emulator for Interactive Teaching on Students' Writing Competence and Involvement Edi Pujo Basuki; Novi Rahmania Aquariza
Tell : Teaching of English Language and Literature Journal Vol 7 No 2 (2019): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v7i2.3326

Learning English, as outlined in Curriculum 2013, is more directed at mastering the ability to write text-based genres. In this study the author introduces game by utilizing the Android Emulator. The problem of this research is to find out the effectiveness of using the Andoid Emulator tool as an effective interactive learning media on the ability to write and the involvement of students in the learning process of writing. The design of this study is pre-test-post-test group design. After implementing the Game Before Writing Procedure using the Nox Android Emulator, a post-test is performed. The population is high school students SMA Bhayangkari 10 Porong. Research samples were 39 students. The Research Instruments are tests and observation sheet. Data Analysis is using the T Test and descriptive. From data, the mean difference is 12,435. This means that Learning with Game Before Writing Procedure has an influence on the ability of Writing Report.. 80% of students are actively involved in the game. Based on the results of the T Test for the Utilization of the Nox Android Emuator in the implementation of Game Before Writing Learning Procedures, it is effective in improving report writing skills. The fun game encourages student involvement

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