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TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13833

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study. The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes. The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.

The Analysis of Personal Writing in Freedom Writers Movie and Its Application in Teaching Writing Hasanah, Uswatun; Chasanah, Zulia; Ngafif, Abdul
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.30999

Personal writing, as depicted in the film “Freedom Writers,” offers valuable insights for writing instruction, particularly for students from diverse and challenging backgrounds. This study aims to investigate how personal writing activities—such as diaries and reflective journals—can be applied to foster self-expression, emotional growth, and identity development in the classroom. Using a qualitative descriptive approach, data were collected through content analysis of the movie and supported by relevant literature. The findings reveal that integrating personal writing into teaching not only enhances students’ motivation and writing abilities but also creates a more supportive and engaging learning environment. These results suggest that personal writing strategies can empower students, boost their confidence, and promote authentic written communication.

Exploring Students' Perceptions of Narrative Role-Play Videos in Speaking Assessment Shafira, Setya Esti; Rokhayati, Titi; Chasanah, Zulia
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.864

Speaking assessment using video role-playing games provides an engaging and realistic alternative for assessing speaking ability. Despite its potential, research exploring students' perceptions of this assessment method is limited. This study aims to describe students' perceptions of narrative role-play videos as a speaking assessment. This study used a qualitative descriptive approach, with thematic analysis to analyze the data. Meanwhile, data were collected from 30 eleventh grade students at MAN Purworejo through an open-ended questionnaire. The findings showed that the majority of students had a positive perception of the method, highlighting benefits such as increased vocabulary, fluency, and confidence, although some experienced technical difficulties. Overall, the use of narrative role-play videos became a more interactive and relevant speaking assessment method, while improving students' communicative competence.

Figurative Languages Found in Paint My Love Greatest Hits Lyrics Ratna Putri Krisnisa; Sukarni, Semi; Zulia Chasanah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1912

Language is a fundamental tool in communication and expression, including in the realm of music. Songs, as a form of art, often use figurative language to convey messages more emotionally and aesthetically. However, not all listeners are able to understand the hidden meaning behind the lyrics, especially when figurative language is used. This study aims to examine the use of figurative language in the album Paint My Love Greatest Hits by referring to Frederik's theory. This study uses a qualitative approach to analyze the types and meanings of figurative language found in song lyrics. Data were obtained from all songs in the album. The results of the analysis show that the most frequent type of figurative language is symbols (42.86%), while the least frequent are hyperbole, litotes, metonymy, and paradox. These findings reveal that figurative language plays an important role in enriching the meaning and emotional depth of song lyrics.

USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT Siti Fauziyah, Siti Fauziyah; Chasanah, Zulia; Johan, Andrian Nuriza
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

This study aims to examine the effectiveness of Wordwall as a digital learning tool to improve students' writing skills in procedure texts. Using a quasi-experimental design, the study involved 72 tenth-grade students at SMA Negeri 8 Purworejo, divided into an experimental group (using Wordwall) and a control group (traditional methods). Data collection involved pre-tests, treatment, post-tests, and statistical analysis using SPSS 25. The findings revealed that students in the experimental group showed significant improvement, with their mean post-test score increasing to 80.00, compared to 68.42 in the control group. The paired sample t-test results indicated a significant difference in the writing performance of students exposed to Wordwall-based learning (p = 0.000 < 0.05). Students in the experimental group established higher engagement and motivation. These results suggest that Wordwall effectively enhances students' writing abilities, particularly in structuring and organizing procedure texts. Integrating game-based digital platforms like Wordwall in language learning can positively impact students' writing performance and motivation.

USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT Siti Fauziyah, Siti Fauziyah; Chasanah, Zulia; Johan, Andrian Nuriza
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

This study aims to examine the effectiveness of Wordwall as a digital learning tool to improve students' writing skills in procedure texts. Using a quasi-experimental design, the study involved 72 tenth-grade students at SMA Negeri 8 Purworejo, divided into an experimental group (using Wordwall) and a control group (traditional methods). Data collection involved pre-tests, treatment, post-tests, and statistical analysis using SPSS 25. The findings revealed that students in the experimental group showed significant improvement, with their mean post-test score increasing to 80.00, compared to 68.42 in the control group. The paired sample t-test results indicated a significant difference in the writing performance of students exposed to Wordwall-based learning (p = 0.000 < 0.05). Students in the experimental group established higher engagement and motivation. These results suggest that Wordwall effectively enhances students' writing abilities, particularly in structuring and organizing procedure texts. Integrating game-based digital platforms like Wordwall in language learning can positively impact students' writing performance and motivation.

TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13833

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study.Â The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes. Â The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.

STUDENTS’ PERCEPTIONS OF WAYGROUND AI IN GAME-BASED LEARNING FOR ENHANCING ENGLISH VOCABULARY AT MAN PURWOREJO Lyra Sandra Mulia; Juita Triana; Zulia Chasanah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6060

The game-based learning tools have been widely used in educational settings. Limited research has examined students’ perceptions of AI-powered game-based learning platforms. This study aimed to investigate students’ perceptions of the use of Wayground AI in game-based learning for enhancing English vocabulary at MAN Purworejo, an Islamic senior high school in Indonesia. A descriptive quantitative survey design was employed involving 25 students selected through purposive sampling, after which data were collected using a 20-item questionnaire based on the Technology Acceptance Model (TAM), covering perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and learning engagement. The data were analyzed using descriptive statistics, particularly mean scores. The findings revealed generally neutral-to-positive perceptions toward the use of Wayground AI. Among the five constructs, only attitude toward use showed a positive perception (M = 3.51), indicating that students generally enjoyed learning with the platform. Meanwhile, perceived ease of use (M = 3.39), perceived usefulness (M = 3.18), behavioral intention (M = 2.90), and learning engagement (M = 3.29) remained within the neutral category. Item-level analysis showed relatively higher ratings for enjoyment and interest in learning activities, whereas vocabulary retention and intentions for regular future use received lower scores. These findings suggest that Wayground AI can contribute to positive learning experiences and classroom participation. However, its perceived effectiveness for long-term vocabulary retention and sustained independent use remains limited. The study highlights the importance of integrating AI-supported game-based learning with consistent instructional support and follow-up activities to maximize its educational potential.

SLANG EXPRESSIONS IN ZOOTOPIA: Insights For EFL Vocabulary Learning A Qualitative Analysis for Indonesian EFL Classrooms Alifah Setiyawati; Abdul Ngafif; Zulia Chasanah
Varied Knowledge Journal Vol. 3 No. 4 (2026): Varied Knowledge Journal, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v3i4.201

Vocabulary development plays an important role in English as a Foreign Language (EFL) learning because it supports learners’ ability to understand and produce meaningful communication. However, classroom practices still rely heavily on textbook-based materials and provide limited exposure to authentic spoken English. Informal language features such as slang expressions are often overlooked in vocabulary instruction, although they frequently appear in daily communication. This study investigated slang expressions in the animated movie Zootopia and explored their potential contribution to EFL vocabulary learning. This study employed a qualitative descriptive design using documentation and note-taking techniques based on the movie script and subtitles to ensure contextual accuracy. The data were analyzed through qualitative content analysis to identify and classify slang expressions according to their linguistic forms, communicative functions, and contextual meanings. The findings revealed 30 slang expressions categorized into reduced forms, informal lexical slang, idiomatic expressions, and address terms. Informal lexical slang and reduced forms were the most dominant categories, showing the frequent use of conversational language in the movie. In addition, these expressions reflected pragmatic and sociolinguistic meanings that supported learners’ understanding of authentic spoken English. The study suggests that animated movies can serve as effective media for contextual vocabulary learning by providing authentic exposure to natural spoken English and supporting learners’ awareness of natural language use in EFL classrooms.

Enhancing the Vocabulary Mastery of Eleventh Grade Students of Senior High School Through Digital Image Media Salsabillah Putri Kinanti; Juita Triana; Zulia Chasanah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10459

Mastering vocabulary is an important component of learning English, but many learners still face constant developmental barriers. While digital image media is widely recognized, previous research by Ra et al., (2022) and Aulia et al. (2025). It focuses heavily on static print visuals or standard global materials, leaving a critical research gap on how local digital visuals enhance vocabulary learning. As a new view of the use of vocabulary teaching media, this study attempts to apply the integration of contextual digital imagery with Indonesian folklore. To overcome these problems, this study aims to examine the impact of digital images on students' vocabulary mastery. The research approach used is quantitative with a pre-experimental design through a pretest-posttest group method. The participants of this study were 36 students from class XI of SMA Negeri 4 Purworejo. The data collection tool was in the form of vocabulary paper tests given before and after treatment, analyzed using descriptive statistics and paired sample t tests. Empirical results showed a significant improvement in average scores, jumping dramatically from 47.11 in the pre-test to 88.44 in the post-test. Analysis of the paired sample t-test confirmed a very significant statistical difference (t = -12.45, p = 0.000 < 0.05). Therefore, it can be concluded that digital imagery has a positive and significant impact on students' vocabulary mastery, and has proven to be an effective teaching tool in the context of English language education. Structurally, these findings offer important practical implications for EFL teachers, suggesting that integrating culturally familiar visual media can systematically lower language anxiety and successfully improve overall classroom vocabulary competence.

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