Articles
An Analysis of Translanguaging Practices in Sunny Dahye TikTok Video
Yanti, Ni Ketut Ayu Mira;
Santosa, Made Hery;
Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52217/5154p239
Translanguaging is a sociolinguistic phenomenon that enables bilingual or multilingual speakers to utilize their entire linguistic repertoire to achieve communication goals. With the development of the digital era, this phenomenon has begun to shift to social media platforms such as TikTok. This study aims to identify the types of translanguaging used by Sunny Dahye in TikTok content and the frequency of their occurrence. This study employed an exploratory sequential mixed method design. Data were collected by selecting and watching videos, transcribing them, and identifying the types of translanguaging using an observation sheet. The findings of this study reveal that intra-sentential translanguaging is most frequently used in TikTok content, with the alternation involving longer elements such as phrases or clauses from English and Indonesian in a single sentence structure being the most common form of translanguaging used by the speaker. In addition, translanguaging is used as a communication strategy to express emotions, represent identity as a bilingual individual, and build engagement with the audience. The implications of this study suggest that language learners can utilize platforms such as TikTok to create bilingual content, which trains language skills and builds contextual meaning. Digital media can also be used as an alternative learning space outside of formal classrooms to encourage students to be more critical in improving their language skills and understanding, as well as to understand how language shift occurs, which can reflect cultural dynamics. Furthermore, this study enriches findings on language dynamics in digital spaces by showing that translanguaging is more than just a linguistic phenomeno.
TPS-Flipgrid: Transforming EFL speaking class in the 21st century
Budiarta, I Komang;
Santosa, Made Hery
English Review: Journal of English Education Vol. 9 No. 1 (2020)
Publisher : University of Kuningan
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v9i1.3824
Innovative teaching model in the 21st century is of necessity because in this digital transformation era, lecturers deal with tech-savvy students. These students should be taught differently; it can be done by integrating teaching technique with newly-updated and technological-based media or platform. In English Education Study Program, the lecturer still made use of conventional technique and it was monotonous and uninteresting. The present qualitative research with case study design was mainly intended to fathom out the students’ perceptions and the benefits of implementing TPS-Flipgrid in EFL speaking class. The implementation of TPS-Flipgrid in the present qualitative research with case study design for the sake innovating EFL speaking class has brought the language learning into certain level. The research clearly figured out that the perception of the third semester students was positive. They thought that TPS-Flipgrid was an innovative and flexible teaching model; besides, this model could invite active involvement and equalize classroom and online face-to-face interaction. The teaching model has successfully improved the students’ speaking performances and their 21st century life skills such as collaboration, creativity, communication, and critical thinking. Considering the significant results of applying TPS-Flipgrid, the implementation of this teaching model should be continuously carried out and improved
Developing Microlearning-Based English Video Materials For Junior High School
Dana, I Kadek Wira;
Nitiasih, Putu Kerti;
Santosa, Made Hery
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v11i2.4178
This study proposed developing micro-learning-based English video materials for junior high school. This study was designed in the form of successive approximation model (SAM) by Allen (2012) to design some phases namely preparation phase, iterative phase, and iterative development phase. The English video materials needed were identified based on the observation, interview the English teacher, and interview the learners. The study found that the lesson plans did not provide learning video materials and the lesson plans did not provide suitable teaching model in learning English. Furthermore, the English teachers used conventional model in teaching and learning process and did not provide learning media to assist them in the teaching and learning process. Based on the interview with the English teachers, the researcher concluded that the learners were still having difficulties to understand materials and they have short memorization in learning English. It could be seen from the result of interview with the English teachers and the learners. Moreover, the English teachers need the suitable learning media to assist the learners in the learning process. Therefore, the researcher developed three English video materials used the micro-learning concept and combined with three teaching model namely; problem-based learning, project-based learning and discovery-based learning. The effectiveness of the develop English video materials for the learners of junior high school was evaluated using criteria of a good English materials suggested by the formula proposed by Nurkancana and Sunartana (2011). The result showed that the quality of developing micro-learning-based English video materials for junior high school was good. Thus, the micro-learning based English video materials were good to be used as a teaching and learning English video materials for eight grade junior high school students in Denpasar.
The Effect of Quillbot on The Eleventh-Grade Students’ Writing Skills and Academic Integrity at Senior High School
Ayu Swati Pramitha Yuliandari, Ketut;
Ratminingsih, Ni Made;
Hery Santosa, Made
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v13i1.6177
This study examines the effect of QuillBot on the writing skills and academic integrity of eleventh-grade students. This quantitative study addresses three main questions: 1) Is there any simultaneous significant effect of the use of the QuillBot on eleventh-grade students’ writing skills and academic integrity? 2) Is there any significant effect of the use of the QuillBot on eleventh-grade students’ writing skills? and 3) Is there any significant effect on the use of the QuillBot for eleventh-grade students’ academic integrity? Data were collected through writing tests and academic integrity questionnaire, with analysis conducted using MANOVA. The findings indicate that QuillBot significantly improves students’ writing skills by enhancing clarity, coherence, and accuracy. Furthermore, QuillBot influences academic integrity by promoting ethical writing practices, such as proper paraphrasing and plagiarism detection. The study concludes that is a valuable tool for improving both writing skills and maintaining academic integrity in educational settings when it is used responsibly and under supervision. Recommendations are provided for educators on integrating QuillBot into their teaching strategies to maximize its benefits while minimizing potential misuse.
Developing Microlearning Video-Based Discovery Learning in English Classroom at Vocational High School
Ditha Saitri, I Gusti Ayu;
Kerti Nitiasih, Putu;
Hery Santosa, Made
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v13i1.6273
The study aimed at developing a microlearning video-based discovery learning for teaching English at SMK Pariwisata Nusadua Sidemen. The development was conducted by adopting SAM model. There were three stages; preparation, iterative design, and iterative development. The research subjects were three English teachers and 30 eleventh-grade students at SMK Nusadua Sidemen. The sampling techniques used were purposive and simple random sampling. The data were obtained by conducting an interview, a survey, and document analysis. The research instruments were interviewing guide, questionnaire, and note. The result revealed that the microlearning video-based discovery learning was developed for teaching the expression of asking and giving opinion with good category.
Generative AI in ELT: Readiness and Concerns of Badung EFL Teachers
Nyudak, Geovenda;
Made Hery Santosa;
Ni Putu Era Marsakawati;
Putu Susrini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v13i1.7014
This study examines the readiness and concerns of junior high school English as a Foreign Language (EFL) teachers in Badung, Bali, regarding the integration of Generative Artificial Intelligence (GenAI) into English Language Teaching (ELT). Using an explanatory sequential mixed-methods approach, the research involved 165 teachers who completed a survey adapted from Aydin and Tasci’s E-Learning Readiness Model and followed by interviews analyzed through the Concerns-Based Adoption Model (CBAM). Quantitative findings reveal that 87.3% of teachers were at moderate to high levels of readiness, particularly in the dimensions of Technology and Innovation. The People Factor scored lowest, indicating limited institutional support and training. Teachers also expressed strong personal motivation (Self-Development Factor), although hindered by budgetary and structural challenges. Qualitative analysis revealed that most participants had progressed beyond the Awareness stage of CBAM and were actively utilizing GenAI tools in instructional planning. Some even reached advanced stages such as Collaboration and Refocusing. However, ethical-pedagogical concerns emerged, particularly regarding students’ dependence on AI. The findings underscore the importance of tailored training, targeted policy support, and ethical guidance to ensure the successful and sustainable integration of GenAI in English Language Teaching (ELT).
Teacher’s Readiness Toward Artificial Intelligence in The School of North Bali
Purnama, M. Rokhman;
Adnyana, I Putu Iwan Krisna;
Sogen, Afrianto T.L;
Indrawan, Gede;
Santosa, Made Hery
Jurnal Paedagogy Vol. 12 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jp.v12i1.13707
This study aims to analyze teachers' readiness to integrate artificial intelligence into education for the digital revolution. In this study, teachers were randomly selected with a total of 73 teachers from various subjects. This research used a quantitative method of using questionnaires for data collection. The data analysis technique in this research uses descriptive quantitative. Based on the research findings, technical ability, institutional support, adequate technological infrastructure, and school facilities affected teachers' readiness to use various types of artificial intelligence. Urban teachers were more ready than rural teachers, largely because urban teachers have more access to training materials and technology than rural teachers. In the future, in enabling AI to be used effectively to improve learning standards, government support needs to conduct specialized AI training at various school levels from urban to rural areas, in particular, stronger institutional support, and better school infrastructure and facilities to enhance teachers' readiness to face the digital revolution in education.
Assessing students
Dewi, Gusti Putu Rustika;
Santosa, Made Hery;
Dewi, Ni Luh Putu Eka Sulistia;
Nitiasih, Putu Kerti
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v13i1.5288
The massive implementation of online learning is seen as a great movement in EFL learning during pandemic COVID-19. However, it has complexities in its practices, especially in conducting online assessment. This descriptive qualitative study aimed at exploring online assessment strategies used to assess writing and the challenges encountered by the teachers during the assessment. The data were collected through an online open-ended questionnaire administration to 16 EFL teachers. Thematic data analysis method was applied in analyzing the data by identifying themes and sub-themes from the data obtained. The result indicated that several online assessment strategies were utilized by the EFL teachers to assess writing, namely writing report, writing genre text, writing short story, writing summary, and answering essay-based test. Those strategies were done through learning management system (LMS) in which the delivery and submission of the assessment were done online. Some prominent challenges encountered by EFL teachers in conducting online assessment to assess writing skills included academic integrity, time allocation, punctuality, Internet access, and guidance and feedback. It implies that the online assessment strategy chosen by the teachers to assess students
Exploring English for pharmacy: A systematic literature review of pedagogical trends and challenges
Dewi, Kadek Maya Cyntia;
Santosa, Made Hery
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/irje.v9i01.39773
Effective English for Specific Purposes (ESP) programs adapted to pharmacy education are necessary, as evidenced by the growing importance of English in the worldwide pharmaceutical business. The pedagogical trends, difficulties, and best practices in teaching English for pharmacy during the past ten years (2014–2024) are examined in this comprehensive literature review. The review reveals significant topics by examining 14 studies from international databases, including curriculum development, pedagogical innovations, student perspectives, and English usage and needs analysis. The results indicate significant deficiencies in pharmacy professionals’ technical vocabulary, oral communication, and scientific writing abilities, which impede their success in school and the workplace. This study aims to improve pharmacy graduates' communication skills in a field that is becoming increasingly globalized by serving as a roadmap for future research and curriculum design.
Exploring Students' Engagement in Learning English Vocabulary through Wordwall Media for Secondary Level
Alfiah, Rananur;
Santosa, Made Hery;
Kusuma, Putu Indra
Jurnal Pendidikan Indonesia Vol. 5 No. 7 (2024): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.59141/japendi.v5i7.3107
The use of Wordwall is essential for learning English vocabulary as an interactive and effective medium. Wordwall media can help students increase their engagement in learning vocabulary. The purpose of this research is to investigate students' perceptions of how engaged students are in learning English vocabulary using Wordwall. This research uses a qualitative approach with a case study design. This research was carried out in one of the junior high schools located in Bima NTB, especially in grade eight. Then, three students were selected purposively to participate in the research to represent the population based on recommendations from English teachers with the criteria of being low to active in learning English. The data was collected through documentation and interviews. In the documentation, students are asked to do several activities in Wordwall regarding learning material for around 20 minutes. Then, students are asked to write about 10 new vocabularies based on the Wordwall they learned. Furthermore, interviews in the form of semi-structured interviews are related to three main aspects of student engagement by Fredricks and McColskey (2012) such as cognitive, behavioral, and emotional engagement. The findings in this research are that using Wordwall can help the students enrich their vocabulary (cognitive), students provide positive reactions during learning (emotional), and students actively participate during the learning process by using Wordwall (behavior).