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All Journal English Review: Journal of English Education JURNAL EDUCATION AND DEVELOPMENT Jurnal Basicedu Journal on Education Jurnal Perspektif BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Abdidas International Journal of Quantitative Research and Modeling JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal AbdiMU JEELS (Journal of English Education and Linguistics Studies) Jurnal Basicedu CONSEN: Indonesian Journal of Community Services and Engagement Frasa: English Education and Literature Journal Gunung Djati Conference Series International Journal of Linguistics, Communication, and Broadcasting Jurnal Agama dan Sosial Humaniora e-Journal of Linguistics English Review: Journal of English Education
Eva Meidi Kulsum
Universitas Ma'soem
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Integrating Technologies in the New Normal: A Study of Blended Learning Rahma Sakina; Eva Meidi Kulsum; Aip Syaepul Uyun
International Journal of Quantitative Research and Modeling Vol. 1 No. 4 (2020): International Journal of Quantitative Research and Modeling
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijqrm.v1i4.81

Abstract

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived  blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.
INVESTIGATING THE RELATIONSHIP BETWEEN STUDENTS’ SPEAKING CONFIDENCE AND FOREIGN LANGUAGE CLASSROOM ANXIETY IN INDONESIAN UNIVERSITY EFL SETTINGS Riyadh Ahsanul Arifin; Eva Meidi Kulsum; Revi Nur Ridwan; Rina Mutiarawati
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5696

Abstract

This study examines the relationship between students’ speaking confidence and Foreign Language Classroom Anxiety (FLCA) among Indonesian university EFL learners. While previous studies have often investigated confidence and anxiety separately, limited research has explored their relationship at the tertiary level in the Indonesian context using a mixed-methods approach. To address this gap, the study employed a sequential explanatory mixed-methods design (QUAN ? qual). The participants were 24 English Education students selected through purposive sampling. Quantitative data were collected using a speaking confidence questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS), which demonstrated acceptable to excellent reliability (? = .704 for the FLCAS and ? = .933 for the confidence scale). Descriptive statistics and Pearson correlation analysis were conducted, followed by semi-structured interviews to confirm the questionnaire results. The findings showed that most students reported high speaking confidence while experiencing moderate classroom anxiety. Correlation analysis revealed a strong and significant negative relationship between confidence and anxiety (r = –0.657, p < .05), indicating that higher confidence was associated with lower anxiety levels. Interview data were consistent with the quantitative findings and confirmed students’ self-reported levels of confidence and anxiety. These results suggest that confidence and anxiety coexist in EFL speaking contexts rather than functioning as opposing states. Pedagogically, the study underscores the need for confidence-building speaking tasks and supportive classroom practices to help learners manage anxiety and sustain oral communication.
EXAMINING RELATIONSHIPS AMONG CIPP COMPONENTS IN SENIOR HIGH SCHOOL ENGLISH CLASSES UNDER THE MERDEKA CURRICULUM Eva Meidi Kulsum; Revi Nur Ridwan; Ayang Winda Sri Widianingsih; Rina Mutiarawati; Astried Intan Aprilliana
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.110

Abstract

With the establishment of the Merdeka Curriculum, education in Indonesia is stepping into a new chapter, aiming to place students at the center of the learning process, encourage differentiated instruction, and strengthen essential 21st-century skills. Despite its promising vision, most existing studies focus mainly on descriptive accounts of policy implementation, offering little empirical evidence on how curriculum implementation relates to learning outcomes remains limited, particularly in senior high school English classes. This study addresses that gap by applying the CIPP evaluation model to explore the relationships among Context, Input, Process, and Product components. Using a mixed-methods approach, data were collected from students and teachers in four senior high schools in Kabupaten Bandung through a questionnaire and semi-structured interviews. The results indicate that, among the three components, process exhibits the strongest relationship with product, followed by input and context. Qualitative findings further indicated that effective classroom practices play a central role in supporting student learning. Overall, the results suggest that the successful implementation of the Merdeka Curriculum in English classes is closely related to supportive learning environments, adequate instructional resources, and well-managed teaching–learning processes.
Evaluating the Implementation of Kurikulum Merdeka in Senior High School English Classes Using the CIPP Model Eva Meidi Kulsum; Riyadh Ahsanul Arifin; Windriani Lutfiah Azzahra
Jurnal Perspektif Vol 10 No 1 (2026): Jurnal Perspektif
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v10i1.399

Abstract

This study evaluates the implementation of Kurikulum Merdeka in English language teaching at senior high schools in Kabupaten Bandung, using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods design was applied, involving 131 participants from four schools, including principals, vice principals, teachers, and students. Data were collected through questionnaires, observations, and interviews, with instruments tested for validity and reliability. Findings show encouraging progress alongside key challenges. In context, schools (93.33%) and teachers (85.83%) affirmed strong alignment with institutional vision and policy, while students (72.93%) found lessons more engaging and relevant. Input results indicated sufficient training and facilities (80–85%), though students rated this lower (73.49%). The process dimension reflected strong implementation by schools (85%) and teachers (88.12%) through differentiation, project-based learning, and feedback, but student engagement was weaker (71.20%). In terms of product, schools (80%) and teachers (80.83%) observed improved performance, yet only 58.79% of students felt personal progress. Overall, the curriculum shows contextual relevance, resource readiness, and positive outcomes, but student experiences vary. Challenges include inconsistent transfer of teacher training to practice, supervision that often feels administrative, and student concerns over workload and confidence. Strengthening teacher capacity, fostering meaningful supervision, and building learner confidence are crucial to ensuring that Kurikulum Merdeka not only aligns with policy but also delivers deeper benefits to students.
Introducing and Utilizing E-Reading Tools for Junior High School Students through the Read Along by Google Application : Pengenalan dan Pemanfaatan E-Reading Tools untuk Siswa SMP melalui Aplikasi Read Along by Google Eva Meidi Kulsum
CONSEN: Indonesian Journal of Community Services and Engagement Vol. 5 No. 2 (2025): Consen: Indonesian Journal of Community Services and Engagement
Publisher : Institut Riset dan Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57152/consen.v5i2.2064

Abstract

The development of digital technology presents significant opportunities to enhance students' literacy, particularly in learning English. However, the integration of technology in school environments remains limited, and many students have not yet utilized digital tools as productive learning media. This Community Service Program (PKM) aimed to increase junior high school students’ interest and reading comprehension in English by introducing the Read Along by Google application. The program was conducted at MTs As-Syifa, West Bandung Regency, involving 50 students as participants. The method employed was the Asset-Based Community Development (ABCD) approach through interactive seminars, application simulations, and reflective discussions. The results showed high enthusiasm among students in using the Read Along application, with positive responses toward its interactive features. Besides boosting reading motivation, the activity also encouraged students to integrate technology into their daily learning habits. Therefore, the asset-based and technology-oriented approach proved effective in strengthening digital literacy and supporting English learning at the junior high school level.
Penguatan Nilai-Nilai Islam melalui Digital Storytelling: Pelatihan Pembuatan E-Book Cerita Animasi Sederhana Berbasis AI Eva Meidi Kulsum; Ayang Winda Sri Widianingsing; Rina Mutiarawati; Alviani Halimatus Sadiah
Jurnal Abdidas Vol. 7 No. 1 (2026): February 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v7i1.1299

Abstract

Rendahnya kemampuan menulis, minimnya karya kreatif digital, serta belum terintegrasinya nilai-nilai Islami dalam pembelajaran Bahasa Inggris di sekolah berbasis pesantren menjadi tantangan utama bagi siswa. Program pengabdian ini bertujuan memberdayakan siswa dan guru melalui digital storytelling berbasis kecerdasan buatan untuk memperkuat nilai-nilai Islami. Kegiatan dilaksanakan secara partisipatif, melibatkan siswa dan guru dalam setiap tahap. Dimulai dengan latihan menulis kreatif, hingga belajar menggunakan Google AI Studio dan Canva untuk membuat e-book dan animasi sederhana. Mereka dibimbing menemukan ide, menyusun kerangka cerita, mengembangkan narasi, mengintegrasikan tema Islami yang berhubungan dengan pengalaman kehidupan pesantren, serta memproduksi karya digital berbasis AI. Hasil pengabdian menunjukkan siswa mampu menghasilkan karya digital Islami yang menarik, sekaligus meningkatkan kreativitas dan kepercayaan diri dalam menulis dan berkarya. Guru pun memperoleh keterampilan untuk menerapkan model pembelajaran ini secara mandiri. Program ini membuktikan bahwa kombinasi pembelajaran partisipatif, digital storytelling, dan teknologi AI efektif tidak hanya dalam meningkatkan literasi digital dan kompetensi akademik, tetapi juga memberikan pengalaman belajar yang bermakna dan kontekstual bagi komunitas sekolah
An Analysis of Compound Words in The Novel “The Little Prince” Aisyah Febriyanti; Eva Meidi Kulsum
Gunung Djati Conference Series Vol. 63 (2026): The 11th Conference Series Learning Class: Religious and Social Humaniora
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v63i.3347

Abstract

This study aims to examine compound words in the novel The Little Prince, focusing on the classification of compound words into compound noun, compound adjective, compound verb, and compound adverb. The research employs a descriptive qualitative approach to analyze and categorize these compound words. The findings reveal that there are 28 compound words in the novel, consisting of 22 compound noun, 4 compound adjective, 1 compound verb, and 1 compound adverb. Based on the analysis, compound noun are found to be the most frequently used and dominant word type in the novel. This indicates that The Little Prince relies more heavily on compound nouns compared to other types of compound words
Enhancing EFL students’ speaking skills through AI-integrated shadowing using Loora Eva Meidi Kulsum; Rina Mutiarawati; Revi Nur Ridwan; Sabila Agnia
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.8492

Abstract

The growing emphasis on technology-enhanced language learning has highlighted the need to better understand the integration of traditional speaking techniques with artificial intelligence in EFL contexts. This study investigates the implementation of the shadowing technique integrated with AI to enhance students’ speaking skills using a mixed-method approach. Data were collected from 25 pre-service English teachers through speaking tests, Likert-scale questionnaires, and interviews, and analyzed using descriptive statistics, paired-sample t-tests, and thematic analysis. The results reveal that students’ speaking performance significantly improved, as indicated by higher post-test scores and statistically significant differences between pre-test and post-test results. In addition, students demonstrated positive perceptions across all indicators, particularly in speaking skill improvement, highlighting gains in fluency, pronunciation, and natural speaking ability. These findings indicate that the integration of shadowing with Loora provides both effective practice and meaningful learning experiences.
Co-Authors Acep Yaspi Jamjami Agnia, Sabila Aisyah Febriyanti Alfikri Hidayatullah Aliya Nurdayani Alviani Halimatus Sadiah Arifin, Riyadh Ahsanul Astried Intan Aprilliana Astuti, Riyanti Sri Aufanviga, Putra Aufanviga Bachrudin Musthafa Devi Indah Wulansari Devi Indah Wulansari Ervan Fauzan Ervan Fauzan Fajriati Prasetya Cahyaning Fitri Fauziah , Fani Fikra, Hidayatul Fitri , Fajriati Prasetya Cahyaning Fitriani Halimatus Sadiah, Alviani Hidayatullah, Al-Fikri Jihan Salma Mubarak Khodijah, Neng Siti Mayang Sari Nirmala Dewi Mimin Mintarsih Muhammad Fikri Taufik Mutiarawati, Rina Neng Siti Khodijah Nur’aeni Putri, Rizka Rahil R. Rahil Putri Al-Hamzah Rahadian , Achmad Rahma Sakina Revi Nur Ridwan Revi Nur Ridwan Revi Nur Ridwan Revi Nur Ridwan Rina Mutiarawati Rina Mutiarawati Rina Mutiarawati Sabila Agnia Siti Hardiani, Putri Siti Khofifah Suloso, Luluk Wiji Asti Syaepul Uyun, Aip Tinanthy Rosse Santosa Wahyudin Darmalaksana Wawa Puja Prabawa Widianingsih, Ayang Winda Sri Widya, Dede Widya Windriani Lutfiah Azzahra Wulansari, Devi Indah Yustika Nur Fajriah