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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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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. 
TRANSLANGUAGING AS EMOTIONAL SCAFFOLDING: REDUCING SPEAKING ANXIETY AND FOSTERING ORAL PROFICIENCY IN AN INDONESIAN EFL CONTEXT Yopi Indah Susila; Slamet Asari
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/sjdvk054

Abstract

Speaking anxiety is one of the most common challenges in English as a Foreign Language (EFL) learning, particularly in multilingual settings like Indonesia. This study investigates how translanguaging-based emotional scaffolding (TES)—a combination of flexible language use and emotional support—can reduce speaking anxiety and improve speaking performance among learners in Kampung Inggris Pare. Using a qualitatively driven mixed-method design, data were collected from 28 students through questionnaires and reflective responses. Quantitative data were analyzed descriptively, while qualitative data were examined thematically. The results show that most learners used their first language to plan ideas before speaking English and received consistent emotional support from tutors. Translanguaging helped students reduce linguistic pressure, while emotional scaffolding through praise, empathy, and supportive feedback created a comfortable learning atmosphere. These combined practices effectively lowered anxiety, increased confidence, and improved speaking fluency. A few learners, however, preferred full-English instruction, believing it accelerated fluency. Overall, the study concludes that TES can balance both emotional and cognitive aspects of language learning and serves as an effective approach to build confidence, motivation, and communicative competence in multilingual EFL environments. These findings highlight the importance of integrating emotional and linguistic support in EFL pedagogy. Translanguaging-based emotional scaffolding offers a sustainable pathway for educators to foster confidence, reduce anxiety, and create more inclusive learning environments in multilingual contexts. 
The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy Masyhud, Ahsanul; Maruf, Nirwanto; Asari, Slamet
JET ADI BUANA Vol 8 No 01 (2023): Volume 8 Number 01 April 2023
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v8.n01.2023.7036

Abstract

The purpose of the study was to examine the effectiveness of using Mobile Collaborative Learning (MCL) and Magnet Summary Strategy (MSS) on students’ writing performance and their perceptions towards these strategies. This study utilized a pre-test and post-test control group quasi-experimental design. The results of the paired sample t-test revealed a statistically significant difference between the average pre-test score of 45.8000, indicating a lower level of knowledge among participants before the intervention, and the average post-test score of 68.2800, indicating a substantial improvement in knowledge following the interventions. The intervention used MCL and MSS to help students summarize and organize information, which resulted in improved writing performance. moreover, the significance level of 2-tailed test was less than 5% demonstrating that the difference in the pre-test and post-test scores was statistically meaningful. Thus, it is improbable that the variance in scores happened merely by chance, indicating that the intervention had considerable impact on the participants’ knowledge. The results also showed that the implementation of MCL and MSS helped students to improve their social skills. They appreciated the opportunity to collaborate and communicate with their peers, which helped them to develop their interpersonal skills and learn from each other. Moreover, the implementation of MCL and MSS resulted in a sense of group success when working on group activities, which contributed to a positive learning experience. Overall, the study suggests that using MCL and MSS can be an effective approach to improve students’ writing performance and their social skills.
Exploring Tiktok's Impact on Enhancing Speaking Skills in Language Learning: A Classroom Action Research Mujayanah, Sri; Maruf, Nirwanto; Asari, Slamet
JET ADI BUANA Vol 8 No 02 (2023): Volume 8 Number 02 October 2023
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v8.n02.2023.8356

Abstract

TikTok is one of the media used in the speaking study. Many benefits can be obtained in the TikTok application, especially to improve speaking abilities. This research aims to know the use of TikTok in language learning to improve students' speaking skills and identify the effect of applying TikTok as a learning platform. This study aims to shed light on the role of TikTok in enhancing students' speaking abilities. The method used is quantitative method with Classroom Action Research. CAR is carried out in TKR at SMK Wijaya Putra Surabaya. This study's results demonstrated the effectiveness of using TikTok in improving students' speaking skills. Implementing TikTok resulted in a significant increase in students' post-test scores compared to their pre-test scores. It indicates that TikTok positively influenced students' motivation and performance in speaking English. Throughout the research, students showed a positive attitude towards using TikTok as a learning tool. They enjoyed the new experiences and found the interactive nature of TikTok engaging. The evidence from this study supports the notion that TikTok effectively enhances students' speaking skills, as seen in the considerable improvement in their scores and positive attitude during the tests.
The Effectiveness of Estafet Writing Strategy Using Padlet Application on Students Writing Skill : Penelitian Adinda Nurul Fitriyah; Slamet Asari; Ulfatul Ma&#039;rifah
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
Designing Local Culture-based Canva Narratives to Enhance Reading Skills for Junior High School Students Like Trisnawati Hardina; Slamet Asari; Nirwanto Maruf
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3802

Abstract

The study aimed to develop culturally relevant reading materials for eighth-grade students at one of the state junior schools in Ponorogo, Indonesia, using Canva as a digital platform. The primary objective was to improve students' reading comprehension by integrating local cultural narratives, such as the stories of Reog Ponorogo and Lake Ngebel, into narrative texts. The research employed the ADDIE model to systematically design and implement these materials, with phases including analysis, design, development, implementation, and evaluation. In the Analysis phase, student needs were assessed through questionnaires, revealing that students struggled with narrative structure and found traditional reading materials disengaging. The Design and Development phases involved creating visually engaging, culturally relevant narrative materials using Canva. The materials were then tested in the classroom, where students interacted with the content through reading tasks and quizzes. Findings showed significant improvements in students' engagement and reading comprehension. Over 80% of the participants reported that the materials were more relatable and easier to understand than traditional texts. The study concluded that integrating local culture into reading materials through digital platforms like Canva enhances both student motivation and learning outcomes.
Co-Authors Abdul Aziz Adelina Ayu Lestari Adinda Nurul Fitriyah admin admin Afifatu Khoirun Nisa' Agus Mulyadi Agustin Putri Intan Permata 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 Gadis Dinda Finissha 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 Like Trisnawati Hardina Lina Rachmawati Luthfi Hamida Lestari M. Syahrul Afandi Ma'rifah, `Ulfatul Masfufah Zahiroh Masyhud, Ahsanul Mujayanah, Sri 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 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 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