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EFL Students’ Perception of Using Audio Visual Media in Listening Class Salma Fadlina Laus; Karmila Machmud; Nurlaila Husain
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 1 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2025 - Juli 2025)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i1.206

Perception is a complex cognitive process involving the recognition, organization and interpretation of sensory information in order to understand and respond to the environment, which is influenced by each individual's personal experience and background. In the context of language learning, students' perception of learning media plays an important role in determining the effectiveness of the learning process. The purpose of this study is to describe EFL students' perceptions of the use of audio-visual media in listening learning. This study used a qualitative approach with descriptive method. Data were collected through an open questionnaire distributed to 13 fourth semester students of the English Education Study Program at Gorontalo State University who had taken the Listening for Professional Context and Academic Purpose course. The results showed that the majority of students had a positive perception of audio-visual media. They consider this media effective in improving understanding of listening material. Helps recognize English accents and intonations, and creates a more interesting and less boring learning atmosphere. However, some challenges were also found, such as the duration of the video that was too long, the technical quality of the media that was less than optimal, and the tendency to rely too much on visual aspects. Overall, audio-visual media is a very potential learning tool if applied strategically and proportionally in listening classes. These findings are expected to contribute to the development of listening teaching strategies that are more effective and in accordance with the needs of EFL students.

Optimalisasi Media Interaktif PPT dan YouTube untuk Efektivitas Pembelajaran Kosakata Bahasa Inggris Rahmawaty Mamu; Nurlaila Husain
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21055713

Kegiatan Pengabdian kepada Masyarakat Mandiri ini bertujuan untuk meningkatkan penguasaan kosakata Bahasa Inggris anak sekolah dasar melalui media pembelajaran digital dan pendekatan komunikatif. Sasaran kegiatan adalah siswa-siswi Kelas I Sekolah Dasar Islam Terpadu (SDIT) Qurratu A'yun. Materi kosakata yang dikenalkan difokuskan pada enam emosi dasar yang dekat dengan pengenalan diri anak, yaitu happy, sad, angry, scared, surprised, dan excited. Kegiatan dilaksanakan pada bulan Juli 2026 melalui kolaborasi ekosistem media digital interaktif yang memanfaatkan video YouTube, flashcards digital berbasis PowerPoint (PPT), serta gim edukatif interaktif. Permasalahan utama mitra adalah keterbatasan media pembelajaran interaktif yang menyebabkan atmosfer kelas monoton, siswa cenderung pasif, serta adanya kecemasan berbahasa (language anxiety) pada anak ketika dihadapkan pada materi kosakata emosi yang bersifat abstrak. Solusi yang ditawarkan berupa pemanfaatan flashcards digital berbasis PPT untuk menjembatani konsep abstrak menjadi konkret visual, integrasi media audio-visual YouTube sebagai sesi pemantik (ice breaking) dan latihan pendengaran (listening), serta penerapan gim edukatif berbasis gerakan (gamifikasi dan Total Physical Response) seperti permainan "Guess the Feeling" dan "Run to the Board". Hasil kegiatan menunjukkan adanya peningkatan partisipasi aktif siswa, penurunan kecemasan berbahasa, serta terbentuknya kemampuan siswa dalam merespons pertanyaan "How do you feel?" dengan variasi kalimat yang lebih kaya.

Optimalisasi Media Interaktif PPT dan YouTube untuk Efektivitas Pembelajaran Kosakata Bahasa Inggris Rahmawaty Mamu; Nurlaila Husain
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21055713

Kegiatan Pengabdian kepada Masyarakat Mandiri ini bertujuan untuk meningkatkan penguasaan kosakata Bahasa Inggris anak sekolah dasar melalui media pembelajaran digital dan pendekatan komunikatif. Sasaran kegiatan adalah siswa-siswi Kelas I Sekolah Dasar Islam Terpadu (SDIT) Qurratu A'yun. Materi kosakata yang dikenalkan difokuskan pada enam emosi dasar yang dekat dengan pengenalan diri anak, yaitu happy, sad, angry, scared, surprised, dan excited. Kegiatan dilaksanakan pada bulan Juli 2026 melalui kolaborasi ekosistem media digital interaktif yang memanfaatkan video YouTube, flashcards digital berbasis PowerPoint (PPT), serta gim edukatif interaktif. Permasalahan utama mitra adalah keterbatasan media pembelajaran interaktif yang menyebabkan atmosfer kelas monoton, siswa cenderung pasif, serta adanya kecemasan berbahasa (language anxiety) pada anak ketika dihadapkan pada materi kosakata emosi yang bersifat abstrak. Solusi yang ditawarkan berupa pemanfaatan flashcards digital berbasis PPT untuk menjembatani konsep abstrak menjadi konkret visual, integrasi media audio-visual YouTube sebagai sesi pemantik (ice breaking) dan latihan pendengaran (listening), serta penerapan gim edukatif berbasis gerakan (gamifikasi dan Total Physical Response) seperti permainan "Guess the Feeling" dan "Run to the Board". Hasil kegiatan menunjukkan adanya peningkatan partisipasi aktif siswa, penurunan kecemasan berbahasa, serta terbentuknya kemampuan siswa dalam merespons pertanyaan "How do you feel?" dengan variasi kalimat yang lebih kaya.

Sosialisasi dan Implementasi Website Profil Sekolah Berbasis Laravel Sebagai Media Digitalisasi Informasi di SMK Negeri Model Gorontalo Manda Rohandi; Nurlaila Husain; Ni Luh Mega; Muhammad Rizky Abdillah Syah; Sri Agustina Y. Mahajani; Liana Giu
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21382810

Digitalisasi informasi sekolah menjadi kebutuhan mendesak bagi institusi pendidikan vokasi seperti SMK Negeri Model Gorontalo untuk menggantikan media informasi konvensional yang statis dan terbatas jangkauannya. Kegiatan pengabdian ini bertujuan mensosialisasikan dan mendemonstrasikan penggunaan website profil sekolah berbasis Laravel dan MySQL yang telah dimigrasikan ke server produksi dengan domain resmi smknmodelgorontalo.site. Metode pelaksanaan meliputi tahap migrasi sistem dari lingkungan lokal ke hosting produksi, penanganan kendala teknis storage link, optimasi antarmuka Panel Konten Admin agar responsif pada perangkat mobile, serta sosialisasi interaktif dan simulasi langsung (live demo) di laboratorium komputer sekolah yang melibatkan guru, staf tata usaha, dan siswa. Hasil kegiatan menunjukkan bahwa proses migrasi dan rekayasa ulang jalur penyimpanan berkas berhasil menuntaskan kegagalan pemuatan aset gambar, antarmuka Panel Admin telah sepenuhnya responsif di perangkat mobile, serta uji beban server pada saat simulasi massal fitur Cek Kelulusan Online menunjukkan performa yang stabil tanpa penurunan kinerja. Kegiatan ini terbukti mampu meningkatkan pemahaman dan kesiapan operasional pengguna internal sekolah terhadap sistem informasi digital yang baru diterapkan.

Sosialisasi dan Implementasi Website Profil Sekolah Berbasis Laravel Sebagai Media Digitalisasi Informasi di SMK Negeri Model Gorontalo Manda Rohandi; Nurlaila Husain; Ni Luh Mega; Muhammad Rizky Abdillah Syah; Sri Agustina Y. Mahajani; Liana Giu
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21382810

Digitalisasi informasi sekolah menjadi kebutuhan mendesak bagi institusi pendidikan vokasi seperti SMK Negeri Model Gorontalo untuk menggantikan media informasi konvensional yang statis dan terbatas jangkauannya. Kegiatan pengabdian ini bertujuan mensosialisasikan dan mendemonstrasikan penggunaan website profil sekolah berbasis Laravel dan MySQL yang telah dimigrasikan ke server produksi dengan domain resmi smknmodelgorontalo.site. Metode pelaksanaan meliputi tahap migrasi sistem dari lingkungan lokal ke hosting produksi, penanganan kendala teknis storage link, optimasi antarmuka Panel Konten Admin agar responsif pada perangkat mobile, serta sosialisasi interaktif dan simulasi langsung (live demo) di laboratorium komputer sekolah yang melibatkan guru, staf tata usaha, dan siswa. Hasil kegiatan menunjukkan bahwa proses migrasi dan rekayasa ulang jalur penyimpanan berkas berhasil menuntaskan kegagalan pemuatan aset gambar, antarmuka Panel Admin telah sepenuhnya responsif di perangkat mobile, serta uji beban server pada saat simulasi massal fitur Cek Kelulusan Online menunjukkan performa yang stabil tanpa penurunan kinerja. Kegiatan ini terbukti mampu meningkatkan pemahaman dan kesiapan operasional pengguna internal sekolah terhadap sistem informasi digital yang baru diterapkan.

Evaluation of the teaching and learning in listening subject Nurlaila Husain
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 1 (2020): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v1i1.18

This research aims to benchmark the practice of teaching listening subject being conducted in the English Department at State University of Gorontalo against the best practices which have been based on research and sound knowledge in the world of English language. The teaching of listening is now influenced by the rise of communicative language teaching which views language teaching as giving communicative competence to learners, not only grammatical competence as the earlier view held. The participant of the research is the third-semester of the English Department in the academic year of 2019. This present study is conducted to evaluate the teaching of listening skills in the English Department at Gorontalo State University. Evaluation in this study is to benchmark the current practice of teaching listening in the English Department of State University of Gorontaloto the research-based practice Research finding suggests that the teaching of listening to the English Department students partly has followed methodologies proposed by Richards and Goh (2008). This study shows that in general the practice of the teaching of listening at the English Department of State University of Gorontalois based on research-based methodologies. However, there are some points that need to be improved. Since the result of the study has addressed only some of the issues in the teaching of listening, therefore, future research on other issues of listening teaching needs to be done.

The Integration of Cultural Content in English Textbook When English Rings a Bell for 7th Graders of Junior High School Nurlaila Husain; Hilda Adrin; Sri Rumiyatiningsih Luwiti
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v3i1.45

This research investigates the culture in the English textbook "When English Rings a Bell" for VII Grade Junior High School, written by Siti Wachidah et al. The present work relied on a content-analyzed documentary study. Furthermore, this research used documentary analysis by categorizing the findings into four types based on theory of Moran (2001) about language learning cultural functions as a tool of content analysis: language for participating in culture, language to describe culture, language to interpret culture, and language to respond to culture. A descriptive analysis was applied to read, identify, and display data by culture. According to the result, all chapters in the book incorporate the four cultural knowing frameworks. Cultural content is used 43 times to refer to description, knowing about; 21 times to refer to cultural participation, knowing how; 19 times to refer to interpretation, knowing why; and 10 times to refer to response, knowing oneself. In conclusion, the textbook is compatible in the cultural context. This is shown by the fact that the textbook uses names, actions, places, and characters from the source culture, i.e., the Indonesian culture.

The Use of Skill Academy by Ruang Guru In Improving Elesp Studentsâ€™ Toefl Scores In Listening Section Yolanda Y; Moh. Syahrun Ibrahim; Helena Badu; Moon H. Otoluwa; Nurlaila Husain
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 7 (2026): February 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18759394

This study examined the effectiveness of the Skill Academy by Ruang Guru in enhancing students' listening comprehension skills for the TOEFL listening section. Using a quantitative pre-test and post-test design, 15 participants from the English Language Education Study Program underwent four sessions of TOEFL listening preparation through the Skill Academy platform. The study aimed to evaluate the platformâ€™s impact on standardized test preparation and contribute to research on online education. A paired t-test analysis revealed a calculated value of 5.4, surpassing the table value of 2.145 at d_f = 14 and Î± = 0.05 (two-tailed), leading to the rejection of the null hypothesis. This indicated a significant improvement in participants' scores after the intervention. The findings suggest that Skill Academy effectively enhanced students' listening skills for the TOEFL, proving its value as an exam preparation tool. This research underscores the potential of online learning platforms in improving targeted test skills. Future studies could examine the long-term effects of such programs and compare different platforms to optimize TOEFL preparation strategies

Learning Style Profiles and Adaptive Teaching Needs in EFL Higher Education: A Felder–Silverman-Based Mixed-Methods Study Nurlaila Husain; Moon H. Otoluwa; Rasuna R. Talib; Salam Salam
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1293

This study investigates the learning style profiles of EFL undergraduate students and the relationship between these profiles and the necessity of adaptive teaching in higher education. The study builds on the understanding that students respond differently to instructional input, while classroom teaching continues to be delivered through a fairly homogenous approach. This study used the Felder–Silverman Learning Style Model as the analytical framework to identify students’ learning style tendencies and to analyse the perceptions of the lecturers and students on the need of adaptive teaching. To gain a broader understanding of the issue, a convergent mix-methods design was employed. Quantitative data were collected from 98 students, using the Index of Learning Styles and an adaptive teaching needs questionnaire. 11 lecturers filled in a similar needs questionnaire. Qualitative data were gathered through structured interviews with selected lecturers and students. The questionnaire data were analyzed using descriptive statistics, whereas the interview data were examined thematically and integrated during the interpretation stage. The findings revealed that active, sensing, visual, and sequential tendencies were the most dominant among the students. However, the presence of reflective, intuitive, verbal, and global learners indicates that instruction should remain flexible and varied rather than being guided by fixed learning-style labels. Both lecturers and students reported strong needs for adaptive teaching, especially in relation to learner profile data, varied instructional strategies, multimodal resources, flexible learning activities, adaptive assessment, remedial support, and enrichment. The study concludes that learning style profiles are most useful as diagnostic information for supporting inclusive, responsive, and adaptable EFL instruction.

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