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All Journal English Review: Journal of English Education JEES (Journal of English Educators Society) Elementary: Jurnal Ilmiah Pendidikan Dasar JELLT (Journal of English Language and Language Teaching) Indonesian EFL Journal Numeracy : Jurnal Ilmiah Pendidikan Matematika Edulitics (Education, Literature, and Linguistics) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika JOURNAL OF ENGLISH FOR ACADEMIC British: Jurnal Bahasa dan Sastra Inggris English Language in Focus (ELIF) Kontribusia : Research Dissemination for Community Development Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Didaktika: Jurnal Pemikiran Pendidikan Community Empowerment DedikasiMU: Journal of Community Service Journal of English Development Journal of Digital Learning and Distance Education JEELS (Journal of English Education and Linguistics Studies) Innovative: Journal Of Social Science Research TELL - US JOURNAL Argopuro: Jurnal Multidisiplin Ilmu Bahasa Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Argopuro : Jurnal Multidisiplin Ilmu Bahasa Journal Education English Review: Journal of English Education Indonesian EFL Journal
Slamet Asari
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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EXAMINING TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS THE INTEGRATION OF TECHNOLOGY IN ASSESSMENT PRACTICES Indayani, Wahyu Restu; Asari, Slamet; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8817

Abstract

The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms. 
PENGARUH MEDIA KONKRET DALAM PEMBELAJARAN MATEMATIKA MATERI PECAHANAN KELAS II UPT SDN 49 GRESIK Harisatuz Zahro; Slamet Asari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 4 (2024): Volume 09 No. 04 Desember 2024 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.18957

Abstract

This research aims to determine the influence of concrete media in teaching mathematics for class II fractions at UPT SDN 49 Gresik. The subjects in this study were 54 students consisting of 27 students in the experimental group and 27 students in the control group. In this research, a quantitative research approach was used with a quasi-experimental research design with a non-equivalent control group design method using two groups, namely the experimental group and the control group. The data collection techniques used were observation and documentation using data analysis techniques, namely the Mann-Whitney U test. The results of data analysis were obtained from the Mann-Whitney U-Test test calculations using IBM SPSS Statistics 26, and obtained the known Asymp.Sig value. . (2 tailed) which is ,000. On the basis of decision making if Asymp.Sig. < 0.05, then there is a significant difference between the experimental group and the control group, where the experimental group's value is higher than the control group's value, so Ha is accepted and Ho is rejected. The results of the research can be concluded that concrete media has a significant influence on the ability to understand fractions in class II elementary school students. This is reinforced by the results of descriptive statistics in the experimental group which shows an increase in the ability to understand mathematics learning on the topic of fractions by 40, this result is very different from the control group, namely 18,7. So concrete media is very suitable for developing the ability to understand fractions in students. Apart from introducing fractions to students, the use of this media can also add variety to the learning process in class to increase children's interest and enthusiasm for learning.
DIGITAL ASSESSMENT INFUSED WITH CULTURALLY RESPONSIVE TEACHING: EFL LEARNER PERCEPTIONS ON TECHNOLOGICAL INCLUSIVENESS Slamet Asari
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11897

Abstract

Culturally Responsive Teaching (CRT) is a learning approach that emphasizes the value of respecting and incorporating students' cultures into the learning process. Along with this approach, there is a desire for more culturally sensitive assessments that take into account the students' background characteristics or cultures. The purpose of this study is to acquire an overview of EFL learners' impressions of the CRT approach, which incorporates digital assessment into learning. This study used a mixed-method design to gather and process data from 124 secondary-level students, employing questionnaires and observations for the instruments. It was then analyzed using descriptive statistics and qualitative analysis. It was discovered that EFL learners had positive attitudes toward the use of CRT-based digital assessments, notably in terms of comfort, convenience, and relevance to their culture they have experienced. Their motivation and involvement in learning supported this finding, leading to significant and beneficial outcomes. They felt more respected, intrigued, and connected to ordinary situations, and their confidence was leveraged. However, the challenges and obstacles encountered necessitate careful consideration, in particular the time provided for completing the assessment and the inadequacy of some test elements to accommodate a small group of students.
The Effectiveness of Estafet Writing Strategy Using Padlet Application on Students Writing Skill : Penelitian Fitriyah, Adinda Nurul; Asari, Slamet; Ma'rifah, Ulfatul
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.4000

Abstract

This study aimed to examine the effectiveness of the estafet writing strategy using the Padlet application on eighth-grade students’ descriptive writing skills. A quasi-experimental design with pretest-posttest was applied to two classes, consisting of an experimental group using estafet writing via Padlet and a control group using conventional methods. Data were collected through written tests and analyzed using independent-samples t-tests. The results showed that the experimental group achieved higher posttest scores (mean = 79.57) compared to the control group (mean = 74.54), indicating that combining estafet writing with Padlet significantly improved students’ ability to generate ideas, organize sentences, and develop vocabulary. This finding suggests that integrating digital collaborative media with interactive writing strategies enhances students’ engagement and writing performance
The CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND STUDENTS’ SPEAKING ACHIEVEMENT Firdathun Jannah; Slamet Asari; Nirwanto Maruf
Journal Educatione Vol. 1 No. 2 (2024): Journal Educatione
Publisher : Pascasarjana Manajemen Pendidikan Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language learning is a multifaceted process influenced by various individual factors, including learning styles. Understanding the potential correlation between students' learning styles and their language proficiency is crucial for developing effective language teaching strategies. The primary objective of this research is to investigate whether there is a significant correlation between students' learning styles and their speaking achievement. To examine the correlation between learning styles and speaking achievement, a comprehensive speaking proficiency test was administered to 43 students. The VARK questionnaire was used to identify the prevalent learning style preferences among the participants, including Kinesthetic, Auditory, and Visual learning styles. Pearson's correlation coefficient was employed to analyze the relationship between learning styles and speaking achievement. Surprisingly, the analysis revealed no significant correlation between learning styles and speaking achievement (r = -0.12, p > 0.05). Further examination of specific learning style categories indicated that there was no significant correlation between speaking achievement and the Kinesthetic, Auditory, or Visual Learning Style preferences. These findings highlight the importance of considering multiple factors, beyond learning styles, that influence language proficiency. Language educators should adopt a comprehensive approach, incorporating diverse instructional strategies to cater to the unique needs of each student. Future research should explore the relationship between learning styles and other language skills and delve deeper into individual differences in language learning
Digital Authentic Resource and Activity Needs of English Major Students for Autonomous Learning through Self-Access Center (SAC) Slamet Asari; Nirwanto Ma’ruf; Mukamil Mukamil
Edulitics (Education, Literature, and Linguistics) Journal Vol. 8 No. 2 (2023): December, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i2.4863

Abstract

To boost English major students’ autonomous learning beyond classroom learning through the Self-Access Center (SAC), the provision of learning resources and activities in SAC should meet their needs. The issue that arises is that little is known about the specific needs of autonomous learning in SAC for English major students. This research focuses on autonomous learning based on the needs of digital authentic resources and activities through SAC as accelerated learning outside the classroom for students majoring in English. A mixed method was applied based on the need analysis model by Hutchinson and Waters (1987). Around 51 English major students of UMM as users of “American Corner” (Amcor) UMM were required to fill out the questionnaires consisting of 6 questions adapted from Ortiz (2006) and 16 of them were selected as interview participants. Observation was also held to support both data. The findings revealed the digital authentic resource needed, lacking, and wanted the most by English major students. Additionally, the types of activities needed the most to support autonomous learning in SAC were also described. The implication of the research is for SAC managers to consider future development and recommendations of resource provision as well as ideas for forthcoming programs of SAC based on the identified needs particularly for the English major students.
THE IMPACT OF EXTENDED MOBILE-ASSISTED LANGUAGE LEARNING USING DUOLINGO AND WHATSAPP ON EFL SPEAKING ACCURACY AND FLUENCY: A COMPARISON ACROSS ADOLESCENT AND ADULT LEARNERS Agus Mulyadi; Slamet Asari
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.233

Abstract

This study explores the impact of extended Mobile-Assisted Language Learning (MALL) instruction using Duolingo and WhatsApp on EFL learners’ speaking accuracy and fluency across diverse age groups. While existing studies have explored MALL in language learning, there is a gap in research on its impact on speaking accuracy and fluency, especially with the use of Duolingo and WhatsApp across different age groups. The purpose of this study is to evaluate the effectiveness of extended MALL instruction in improving EFL learners’ speaking skills, with a focus on accuracy and fluency. A quasi-experimental mixed-methods design was used, with 40 participants divided into an experimental group and a control group. Quantitative data were collected through pre-test and post-test speaking assessments, while qualitative data were gathered through questionnaires and semi-structured interviews. Data were analyzed using SPSS, including descriptive statistics, paired sample t-tests, independent sample t-tests, and effect size analysis. The results showed that the experimental group experienced statistically significant improvement in both speaking accuracy and fluency (p < 0.001), with large effect sizes (d = 1.85 for accuracy and d = 1.72 for fluency), whereas the control group showed no statistically significant improvement (p > 0.05). Significant differences were found between the two groups, confirming the effectiveness of the MALL intervention. Additionally, adolescents showed greater improvements in fluency, while adult learners demonstrated stronger improvements in accuracy. The study concludes that extended and integrated MALL instruction using Duolingo and WhatsApp provides a balanced and effective approach to developing speaking skills in EFL contexts. It highlights the importance of combining structured and communicative tools for optimal language learning outcomes.
TECHNOLOGY ACCEPTANCE AND LEARNING MOTIVATION IN CALL AND MALL: A QUANTITATIVE STUDY EXTENDING TAM IN INDONESIAN VOCATIONAL HIGH SCHOOLS Masfufah Zahiroh; Slamet Asari
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.269

Abstract

This quantitative study examined technology acceptance and learning motivation in Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) environments by extending the Technology Acceptance Model (TAM) with motivational factors. The study addressed two research questions: (1) How do perceived usefulness, perceived ease of use, and learning motivation influence students' behavioral intention to use CALL and MALL? (2) To what extent does the extended TAM model explain variance in technology acceptance? Data were collected from 72 eleventh-grade vocational high school students at SMK PGRI 3 Tanggul, Indonesia, using a Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and linear regression analyses were employed. Results indicated high mean scores across all variables (range: 4.05-4.26). Learning motivation demonstrated the strongest correlation with behavioral intention (r=0.789). The extended TAM model explained 70.9% of variance in behavioral intention (R²=0.709), with learning motivation as the strongest predictor (β=0.814), followed by perceived usefulness (β=0.341) and perceived ease of use (β=0.256). These findings suggest that integrating motivational factors into TAM provides a more comprehensive framework for understanding technology acceptance in CALL and MALL environments. Limitations include single-site sampling and reliance on self-reported data, which may limit generalizability. Implications for pedagogy and curriculum design in vocational EFL contexts are discussed.
ENHANCING EFL LEARNING THROUGH MOBILE-ASSISTED LANGUAGE LEARNING IN A NATURE-BASED SCHOOL ENVIRONMENT: A MIXED-METHODS STUDY Riyadi Ariyanto; Slamet Asari
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.272

Abstract

Mobile-Assisted Language Learning (MALL) has been widely implemented in formal classroom settings; however, its application in alternative educational environments such as nature-based schools remains underexplored. This mixed-methods study investigated the effectiveness of MALL in enhancing EFL vocabulary learning, student engagement, and learning motivation in a nature-based school environment in East Java, Indonesia. Thirty-two seventh-grade students participated in a six-week intervention integrating mobile applications, including Quizlet, Google Lens, and digital vocabulary games, with outdoor experiential learning activities. Quantitative data were collected through pre-test and post-test vocabulary assessments and a Likert-scale questionnaire, while qualitative data were obtained through classroom observations and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests, whereas qualitative data were analyzed thematically. Before conducting inferential analysis, the Shapiro-Wilk test confirmed that the data were normally distributed. The findings revealed a statistically significant improvement in students’ vocabulary achievement after the implementation of MALL, t(31)=8.47, p < 0.001. The mean score increased from 62.31 (SD=8.12) in the pre-test to 81.47 (SD=6.95) in the post-test. The effect size was large (Cohen’s d = 1.87), indicating substantial practical significance. Questionnaire findings also demonstrated high levels of learning motivation (M=4.32), student engagement (M=4.25), and learner autonomy (M=4.18). Qualitative findings revealed that students perceived MALL positively because mobile applications helped them connect English vocabulary with authentic objects encountered during outdoor learning activities. The study concludes that integrating MALL with nature-based experiential learning effectively supports contextualized vocabulary acquisition and learner engagement in alternative EFL educational settings. The findings provide pedagogical implications for EFL teachers seeking to integrate technology-enhanced learning into contextualized outdoor instruction.
INVESTIGATING THE ROLE OF ACTIVE LEARNING IN ENHANCING WILLINGNESS TO COMMUNICATE AND SELFEFFICACY AMONG INDONESIAN SECONDARY-SCHOOL EFL LEARNERS Lina Rachmawati; Slamet Asari; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/eztbjd98

Abstract

Active learning is increasingly recognized as a catalyst for improving both communicative behavior and psychological readiness in EFL classrooms. This study aimed to examine the effects of active learning on willingness to communicate (WTC) and self-efficacy among Indonesian eleventh-grade EFL students, and to explore the relationship between these constructs post-intervention. Employing a convergent parallel mixed-methods design, seventy students were assigned to experimental (active learning) and control (traditional instruction) groups for six weeks; data were collected via validated questionnaires, classroom observations, and interviews, and analyzed using t-tests, ANOVA, regression, and thematic analysis. Results showed that active learning produced large, significant gains in both WTC (Cohen’s d = 1.62) and self-efficacy (d = 1.79), with self-efficacy accounting for unique variance in post-intervention WTC (ΔR² = .18). Thematic analysis revealed that increased confidence and peer support were key mechanisms, as students described a shift from fear of mistakes to a focus on self-expression. Theoretically, the study extends Bandura’s self-efficacy theory into the L2 WTC domain and confirms the nested WTC model’s claim that instructional method can override dispositional barriers. Methodologically, this study offers a rigorous mixed-methods experiment in an Asian secondary-school EFL context, integrating fidelity checks, student voice, and robust effect-size estimation to strengthen validity and depth of interpretation. Practically, findings support integrating peer-teaching, scaffolding micro-presentations, and using selfefficacy pulse-checks. Results are generalizable to adolescent EFL learners in similar settings. Policy should promote active learning to foster communicative readiness. Future research should test the SE→WTC pathway in digital learning environments. 
Co-Authors Abdul Aziz Adelina Ayu Lestari admin admin Afifatu Khoirun Nisa' Agus Mulyadi Ahsanul Masyhud Ali, Muhammad Hilmi Muzaffar Andi Rahmad Rahim Anisah Rosydiyah Aris Purwantoro Bayu Hendro Wicaksono Candra Hadi Asmara Churun L. Maknun Citra Ayu Putriningtyas Dhea Ayu Masruroh Djoko Soelistya Ernawati Ernawati Fauziyah, Nur Firdah Vebriyanti Firdathun Jannah Fitriyah, Adinda Nurul Gadis Dinda Finissha Hardina, Like Trisnawati Harisatuz Zahro Heni Indapratiwi Indayani, Wahyu Restu Indri, Diana Chusuma Indyra Mahdiana Iqnatia Alfiansyah Khikmiah, Fatimatul Khoirul Anwar Kholida, Yessi Zuana Kurniawan, Bhagaskoro Ardhianto Lestari, Kiki Dwi Lina Rachmawati Luthfi Hamida Lestari M. Syahrul Afandi Ma'rifah, Ulfatul Ma'rifah, `Ulfatul Ma'ruf, Nirwanto Masfufah Zahiroh Mukamil Mukamil Mukamil Mukamil Mukamil, Mukamil Musfiro . Mutahro Mutahro Nabillah, Indiarti Yasmin Ni'mah, Fadhilatun Nirwanto Maruf Nirwanto Ma’ruf Nisa Fitri Amalia Noor Amiruddin Noviatul Rochmah Nur Aini Nur Fauziyah NUR FAUZIYAH Nurul Hidayah Putra, Dhiky Chandra Putri Intan Permata, Agustin Rahmat Agus Santoso Ribeh Najib Muhammad Riyadi Ariyanto Samid Saripi Santya Dian Pratiwi Setyowati, Lutfi Wahyu Siti Zaenab Sri Mujayanah Sukaris Syaiful Huda Tiana, Ella Aprilia Tiara Vagari Timur, Nona Safira Trias Fitri Ariza Ulfatul Ma'rifah Ulfatul Ma’rifah Yopi Indah Susila Yudhi Arifani Yusyril Ichza Mahendra Zazila Rohmatul Inaya Zulianti, Amanda Zully Zulaikho Puspitasari