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All Journal Jurnal Pertahanan : Media Informasi tentang Kajian dan Strategi Pertahanan yang Mengedepankan Identity, Nasionalism dan Integrity Child Education Journal E-Link Journal Jurnal Paedagogy Journal of Community Service and Empowerment Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Academic Journal Perspective : Education, Language, and Literature English Education: English Journal for Teaching and Learning
Angga Prasongko
Universitas Islam Kadiri
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Pre-service Teacher Training with 21st Century Skills: A Global Classroom Perspective Farikha, Ninik; Prasongko, Angga; Lestari, Pritanti Yuni; Hamida, Ulfi Dina
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 2 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i2.8559

Abstract

This study aims to analyze how the pre-service teacher training program in the English Education Program, Faculty of Teacher Training and Education, Islamic University of Kadiri (UNISKA) Kediri, facilitates the development of 21st-century skills and the extent to which students' teaching practices align with the needs of learners. A qualitative method and descriptive approach were implemented. Data were collected through in-depth interviews, classroom observations, and document analysis. The study found that the integration of 21st-century skills in the pre-service teacher training at UNISKA has started to be implemented, particularly through microteaching courses and the School Environment Introduction (PLP) program. Findings indicate a gap between the training design and classroom practices. Students are capable of using technology and engaging in creative activities, but they still face challenges such as limited facilities, time constraints, and a conventional school culture. On the other hand, students who received reflective guidance from lecturers and mentor teachers demonstrated high adaptability in managing classrooms and integrating technology according to the context. The findings emphasize that the success of 21st-century teacher training is greatly influenced by three key factors: a practice-based reflective training design, collaborative mentor support, and a learning environment that fosters innovation. It can be concluded that the pre-service teacher training at UNISKA is moving toward the 21st-century education paradigm, although it still requires systemic strengthening. This outcome is expected to serve as a foundation for the development of a more contextual, reflective, and adaptive teacher training curriculum that meets the needs of contemporary learners.
Teachers' Perceptions On The Use of Digital Games to Support Young Learners Vocabulary Learning Urnila, Sinta; Sri Wulandari; Prasongko, Angga
Jurnal Pendidikan Anak Vol 6 No 2 (2024): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i2.6021

Abstract

Digital games are not only used as stress relievers but are often used as learning media. And one of the digital games used as a learning medium is wordwall. wordwall is a web-based digital game application that provides various features such as matching information, images, quizzes, wheel of fortune, puzzles, etc. and can be used for teaching, including teaching English vocabulary. And the aim of this research is to find out What games do teachers often use to support vocabulary learning, What is teacher's perception of the use and suitability of digital game content to support vocabulary learning, What obstacles do teachers face when using digital games to support vocabulary learning , What solutions can be done to overcome these obstacles. This research was carried out in 3 elementary schools in the city of Kediri, including: SD Negeri Kaliombo, SDN Ngronggo 3, and SDN Ngronggo 6. Apart from that, the method used in this research is a qualitative research method with the data collection techniques used are interviews, observation and documentation. The results of this research are that wordwall is a digital game that can be used to support vocabulary learning. And learning carried out using digital games is very effective and interesting with a variety of content available and appropriate to the level of students. Even so, there are still several obstacles when using digital games, such as: limited time, slow internet connection, and difficulty managing students. And to overcome these obstacles, teachers will organize as much time as possible to create lesson materials, provide personal internet data, and form students into small groups.
Enhancing English and accounting skills through a VOCABING-based technology program for MSMEs in Kediri Angga Prasongko; Eni Srihastuti
Journal of Community Service and Empowerment Vol. 5 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v5i2.29488

Abstract

Digital economic transformation which is the impact of technological development changes the perspective of Indonesian on economic behavior. The use of technology in economics activity is increasing nowadays. It impacts on the development of the economic sectors. Macro, Small and Medium Enterprises (MSME) one of the business roles in Indonesia have to do some innovation for its existing in today's trading world.  The strategy that can be implemented for facing that case is by adapting the technology use and enhancing the quality of human resources through increasing competence and skills. Considering that the performance of an organization is determined by the human resources it has.  Community service program through Integrated Training; Vocabulary Building & Accounting (VOCABING)-Based Technology needs to be held for MSMEs in Kediri. These activities include training in English and the Use of Accounting Technology for improving MSMEs skill. it is based on vocabulary mastery which influence the ability to understand the complex information and instructions. The activity held two days series through four steps; planning, implementation, evaluations, and reporting. For proving the training’s goals, it used tests and assessment. The results showed that there was an increase of 12.5% in the final English test score and participants completed the work instruction assessment correctly.
Integrating SDG‑Themed Digital Authentic Texts in Communicative Language Teaching for Developing Students’ Digital Literacy Angga Prasongko; Erwin Hari Kurniawan; Ninik Farikha
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1420

Abstract

As higher education increasingly prioritizes digital competence, pedagogical models must move beyond tool integration toward design-driven digital literacy development. This study examines how embedding Sustainable Development Goal (SDG)-themed digital authentic texts within a Communicative Language Teaching (CLT) framework facilitates digital competence in a technology-enhanced university classroom. Accordingly, this study was conducted to find How does the integration of SDG-themed digital authentic texts within a CLT framework facilitate the development of undergraduate students’ digital literacy. Using a descriptive qualitative design, the study was conducted over a ten-week instructional intervention involving 28 undergraduate English Language Education students. Data were generated from classroom observations, multimodal digital works, reflective journals, and semi-structured interviews. The analysis was informed by digital competence dimensions framed by UNESCO. Findings show that SDGs functioned as epistemic and ethical substance, intensifying students’ critical engagement with multimodal digital texts. Through structured cycles of exposure, analysis, production, and reflection, students demonstrated progressive development in organized information evaluation, multimodal meaning-making, ethical digital participation, and digitally mediated communicative competence. The study developments an SDG-Embedded Techno-Pedagogical Mediation Model, arguing that digital literacy development arises from the meeting of global sustainability discourse, multimodal digital works, and communicative instructional instruments. By highlighting contextual relevance and pedagogical design as primary drivers of digital competence, this study contributes a design-oriented framework to technology-enhanced learning research.
Students’ Experiences in an LMS‑Based Basic Reading Course: A Narrative Inquiry Irwan Sulistyanto; Erwin Hari Kurniawan; Angga Prasongko; Wildan Isna Asyhar; Krisna Adi Prayoga
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.19788

Abstract

This study explores first‑semester students’ experiences in navigating an LMS‑based Basic Reading course at an Indonesian university. The transition into digitally mediated reading instruction often introduces emotional, technical, and cognitive challenges for novice LMS users. Using a narrative inquiry approach, three students were interviewed to capture their learning trajectories, difficulties, and evolving perceptions across a 16‑session semester. The findings indicate that students initially struggled with LMS navigation, digital submission procedures, and unstable internet connectivity, which triggered confusion, anxiety, and fear of missing deadlines. As they gained procedural familiarity through repeated exposure, peer support, and independent exploration their confidence increased and emotional tension gradually decreased. The LMS was perceived to offer benefits such as centralized materials, flexible access, and efficient task management, although issues related to unclear notifications and inconsistent deadline settings remained problematic. This study highlights that LMS‑mediated reading instruction can enhance autonomy and accessibility for novice learners, but its effectiveness depends on reliable infrastructure, transparent digital guidelines, and structured onboarding to support students’ emotional and academic adjustment.
Rhetoric of Presidential Leadership: Critical Analysis of Indonesian Presidential Speech for Pedagogical English Public Speaking Febryanti Abas Ferdinandus; Angga Prasongko; Sri Wulandari
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.17447

Abstract

This study aims to critically analyze the rhetorical strategies employed in President Prabowo Subianto’s international speeches by integrating Aristotle’s rhetorical theory with Critical Discourse Analysis (CDA) to assess their pedagogical potential as authentic models for English public speaking instruction. The research adopted a qualitative approach using a case study method. The primary data consisted of transcripts from three international speeches, which were analyzed through thematic coding. The findings indicate that the president’s speeches consistently employ logical reasoning (logos), speaker credibility (ethos), and emotional appeal (pathos) to reinforce political legitimacy and construct a positive diplomatic image. These rhetorical strategies are systematically embedded within the speech structure and reflect context-sensitive persuasive communication in international settings. The results suggest that presidential speeches can serve as valuable instructional materials for enhancing English public speaking skills, particularly in teaching structured argumentation, developing speaker credibility, and fostering cross-cultural and diplomatic communication competence.
Co-Authors Andhika Kasim, Michael Damashola, Alfina Eni Srihastuti Erwin Hari Kurniawan Febryanti Abas Ferdinandus Hamida, Ulfi Dina Irwan Sulistyanto Krisna Adi Prayoga Lestari, Pritanti Yuni Lestari, Pritantina Yuni Muchyidin, M. Syaichul Ninik Farikha Ninik Farikha Putri, Kristanti Yuntoro Sri Wulandari SRI WULANDARI Tannaka, Zidan Maghfiro Tri Adianto Urnila, Sinta Wildan Isna Asyhar Wulandari , Sri ZULVANISA NUR LAELA