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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Journal of English Language, Literature, and Teaching (J-ELLiT) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Linguistics and Elt Journal Journal of Physics and Its Applications JET (Journal of English Teaching) Adi Buana Jambura Journal of English Teaching and Literature Jurnal Ilmu Kesehatan Bhakti Husada: Health Sciences Journal Education and Human Development Journal Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) Journal of English Teaching, Literature, and Applied Linguistics Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Discovery : Jurnal Ilmu Pengetahuan Journal of Research on English and Language Learning (J-REaLL) Journal of Community Service and Empowerment Indonesian Journal of Cultural and Community Development Borneo Educational Journal (Borju) JOLLT Journal of Languages and Language Teaching Indonesian Journal of Education Methods Development Society: Jurnal Pengabdian Masyarakat Warta LPM Community Empowerment Journal Academic Journal Research Indonesian Journal of Public Administration Review Indonesian Journal of Biomedicine and Clinical Sciences ELLITE: Journal of English Language, Literature, and Teaching Academia Open FisiPublik: Jurnal Ilmu Sosial dan Politik Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Sheila Agustina
Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Students’ Vocabulary Learning through Augmented Reality (AR): EFL Student Teachers’ Perceptions: Persepsi Calon Guru Bahasa Inggris terhadap Pembelajaran Kosa Kata melalui Augmented Reality (AR) Fika Megawati; Shanina Sharatol Ahmad Shah; Rahmania Sri Untari; Sheila Agustina; Chandrika Rahmania Cahyani
Academia Open Vol. 8 No. 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.7006

Abstract

This study explores the integration of Augmented Reality (AR) into English language education, focusing on the topic of professions. Student teachers in a Micro Teaching class were invited to assess the AR-based learning activities designed to aid vocabulary comprehension. Questionnaires were distributed to gather perceptions on the potential usefulness and suitability of the AR product for classroom use. The results affirm that AR holds great promise in enlivening and enriching English language lessons, as student teachers provided numerous creative ideas for its implementation. Valuable recommendations for product improvement were also obtained. As English teachers strive to develop effective teaching media, they should consider how such technology facilitates meaningful learning objectives. This research offers insights into the positive impact of AR in language education and highlights its implications for improving students' language proficiency in specific domains. Highlights: AR integration in English learning: Augmented Reality (AR) offers an innovative approach to enhance English vocabulary learning in the context of professions, fostering greater engagement and interactive classroom experiences. Perceptions of student teachers: The study gathers valuable insights from student teachers' perceptions, highlighting their ideas and suggestions for effectively implementing AR-based learning activities in language classrooms. Implications for language education: The research underscores the potential of AR as a teaching tool, emphasizing its positive impact on language proficiency and the importance of meaningful content to facilitate effective learning outcomes. Keywords: Augmented Reality (AR), English Vocabulary, Profession, Student Teachers, Learning Activities
Ekspansi Teknologi : Degradasi Kapabilitas Mahasiswa dalam Berinteraksi Sosial Virna Muhdelifa Desembrianti; Sheila Agustina; Triyono; Vinda Olivia Hanna
FisiPublik: Jurnal Ilmu Sosial dan Politik Vol. 8 No. 2 (2023): November
Publisher : Social and Political Sciences Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/fpb.v8i2.2559

Abstract

Nowadays, electronic devices have become a very important part of everyone's life. Gadgets in particular, not only make it easier for someone to gain access to information quickly, but gadgets are also used as communication tools, entertainment, and learning tools which make significant changes to the way people interact with the environment around them. Uncontrolled use of gadgets makes them waste a lot of time in front of the screen, this tends to have an impact on emotional intelligence. Sherry Turkle believes, "as technology ramps up, our emotional lives ramp down". Human emotional abilities or intelligence do not go hand in hand with technological advances. In his book, Turkle describes Henry David Thoreau's Three Chairs concept. David said, "in his cabin there were three chairs -one for solitude, two for friendship, three for society". This research uses a qualitative research method with a phenomenological approach. The qualitative research method is a research method that positions the researcher as the main instrument in the process of obtaining data. This research was conducted at Jember University, precisely on Jalan Kalimantan, Tegalboto No. 37, East Krajan, District. Sumbersari, Jember Regency. Jember University was chosen because it is relevant to the research topic that will be taken up by researchers. Based on the results of interviews and observations, the author found that students tend to choose to operate their smartphones when they are next to unfamiliar colleagues in class. When contacting a friend if they have an appointment to go out, they prefer to communicate via cellphone. However, if students prefer to spend time in front of gadget screens, they may miss this opportunity to interact
Pengaruh Globalisasi dan Modernisasi Terhadap Munculnya Risiko Individualisme di Masa Pandemi Covid-19 Sirah Robitha Maula; Sindi Dewi Aprillian; Sheila Agustina
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 1 (2023): Al Yazidiy : Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.v5i1.268

Abstract

At present, the widespread influence of globalization is no stranger to the ears of modern society. Globalization is a worldwide process that causes the emergence of science and technology advances that affect the pattern of changing lifestyles that are becoming more modern. This also coincides with the emergence of modernization in society which then has an impact on the emergence of individualism in society. individualism is considered as an attitude of prioritizing personal needs without thinking about the needs of society at large. During a pandemic, for example, due to the application of restrictions on interactions between individuals that make individuals spend more time at home and take advantage of available technological sophistication, this is also the reason for the emergence of individualism. Also during the pandemic, the attitude of individualism that appeared in society was the emergence of the term panic buying where individuals buy daily needs on a large scale without having a sense of care for other people who also need those needs. This paper aims to find out how globalization and modernization have affected the emergence of panic buying during a pandemic. Data collection in this paper uses literature studies, where data collection uses books, journals, and other written works. The theory used is the theory of Anthony Giddens about modernity. h the covid 19 pandemic that hit various countries has affected human life in various ways. The pandemic has also led to an attitude of individualism that has diluted the original values that are deeply embedded in the Indonesian nation.
EXPLORING ENGLISH TEACHERS’ TECHNOLOGY-BASED ASSESSMENT LITERACY AND PRACTICES IN INDONESIAN SECONDARY EDUCATION Sheila Agustina; Fika Megawati
Academic Journal Research Vol. 4 No. 1 (2026): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v4i1.484

Abstract

Objective: This study explores how English teachers engage with technology-based assessment in Indonesian secondary education, with particular attention to their perceptions, practices, and evaluative approaches. Method: Using an exploratory mixed-method design with a qualitative-dominant orientation, data were collected from ten Senior High School English teachers through a questionnaire consisting of closed-ended and open-ended items. Results: The findings reveal that teachers have widely integrated digital tools, such as Google Forms, ChatGPT, and Grammarly, into their assessment practices, primarily to improve efficiency, automate grading, and provide feedback. However, their engagement with technology is largely operational, with limited conceptual differentiation between AI-driven and non-AI tools. Teachers frequently categorize diverse technologies under a broad notion of “AI,” indicating a functional rather than conceptual understanding. Despite this ambiguity, teachers maintain a strong reliance on human judgment, using technology-generated outputs as references rather than final decisions. The study also identifies an emerging but incomplete critical awareness, as teachers recognize concerns related to accuracy and bias while continuing to use these tools in practice. These findings suggest that teachers’ technology-based assessment literacy is unevenly developed, with strong operational competence but evolving conceptual and critical dimensions. Novelty: The study highlights the need for professional development that moves beyond technical training toward fostering informed, reflective, and ethically grounded engagement with technology in assessment.
Enhancing reading instruction through multimodal, literacy, and AI integration: A training program for high school English teachers Sheila Agustina; Vidya Mandarani; Akbar Wiguna; Fika Megawati; Yunita Sabillah Damayanti; Achmad Oddy Syam Prayoga; Zaidan Al Zuhdi
Community Empowerment Journal Vol. 4 No. 2 (2026)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v4i2.377

Abstract

Low levels of reading interest and student engagement remain major challenges in high school English instruction. This issue is further exacerbated by the continued use of conventional teaching strategies and the limited integration of multimodal media and digital technologies. This community service program aimed to enhance teachers’ pedagogical competence in teaching reading through a multimodal approach, literacy enrichment, and the use of Artificial Intelligence (AI). The program was implemented in three stages: a workshop, the development of teaching modules, and classroom implementation, involving 52 high school English teachers from the MGMP in Sidoarjo Regency. Data were collected through pre-activity and post-activity questionnaires and analyzed descriptively. The results indicate a significant improvement in teachers’ understanding of multimodal, literacy-based, and AI-assisted reading instruction, increasing from approximately 60–70% at the initial stage to over 85% after the workshop. All participants successfully developed instructional modules, and more than 75% implemented them in their classrooms. This implementation contributed to increased student engagement, as reflected in higher levels of participation and interaction during reading activities. These findings suggest that a practice-based training approach—integrating workshops, module development, and classroom implementation—is effective in enhancing teachers’ competence and promoting more interactive and contextualized reading instruction. It is recommended that similar programs be sustained through ongoing mentoring to ensure long-term impact.
Penguatan kesiapan pedagogis guru Sekolah Dasar melalui pendampingan pembelajaran Bahasa Inggris berbasis Realia dan Project-Based Learning Yuli Astutik; Fika Megawati; Sheila Agustina; Nabilah Ardelia Arianto; Zayyidah Fairuzah
Community Empowerment Journal Vol. 4 No. 2 (2026)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v4i2.381

Abstract

Kebijakan pemerintah yang menempatkan Bahasa Inggris sebagai mata pelajaran wajib di Sekolah Dasar mulai tahun 2027 menuntut kesiapan pedagogis guru, khususnya guru kelas non-Bahasa Inggris. Namun, pada praktiknya, banyak guru masih menghadapi kendala berupa rendahnya kepercayaan diri, keterbatasan strategi pembelajaran, serta minimnya penggunaan media konkret. Kegiatan pengabdian ini bertujuan untuk memperkuat kesiapan pedagogis guru melalui workshop dan praktik mengajar terbimbing berbasis realia dan Project-Based Learning (PjBL). Kegiatan workshop dilaksanakan di Kampus Universitas Muhammadiyah Sidoarjo dengan melibatkan 10 guru kelas dari SD Kreatif Muhammadiyah Bangil. Metode yang digunakan meliputi tahapan perencanaan, pelaksanaan workshop, implementasi di kelas, serta evaluasi reflektif melalui pre dan post activity berupa pertanyaan terbuka dan wawancara singkat. Hasil kegiatan menunjukkan adanya perubahan positif pada persepsi dan praktik guru, di mana Bahasa Inggris tidak lagi dipandang sebagai mata pelajaran yang sulit, melainkan dapat diajarkan secara kontekstual melalui benda nyata dan aktivitas sederhana. Selain itu, terjadi peningkatan kepercayaan diri guru serta keterlibatan siswa dalam pembelajaran. Implikasi dari kegiatan ini menunjukkan bahwa pendekatan berbasis praktik langsung dan penggunaan realia dapat menjadi strategi efektif dalam mendukung kesiapan implementasi kebijakan Bahasa Inggris di sekolah dasar secara lebih kontekstual dan berkelanjutan. The government policy mandating English as a compulsory subject in elementary schools starting in 2027 requires teachers’ pedagogical readiness, particularly among non-English homeroom teachers. However, in practice, many teachers still face challenges related to low self-confidence, limited instructional strategies, and minimal use of concrete teaching media. This community service program aimed to strengthen teachers’ pedagogical readiness through workshops and guided teaching practice based on realia and Project-Based Learning (PjBL). The workshop was conducted at Universitas Muhammadiyah Sidoarjo and involved 10 homeroom teachers from SD Kreatif Muhammadiyah Bangil. The methods included planning, workshop implementation, classroom application, and reflective evaluation through pre- and post-activity open-ended questions and short interviews. The findings indicated positive changes in teachers’ perceptions and instructional practices, in which English was no longer viewed as a difficult subject but as one that could be taught contextually through real objects and simple activities. In addition, improvements were observed in teachers’ self-confidence and students’ engagement during the learning process. The implications of this program suggest that a practice-oriented approach combined with the use of realia can serve as an effective strategy to support the contextual and sustainable implementation of English language policy in elementary schools.
EFL STUDENT TEACHERS’ EXPERIENCES WITH AI-ASSISTED LESSON PLANNING Fika Megawati; Sheila Agustina; Abayeva Akniyetnessibeli
Academic Journal Research Vol. 4 No. 1 (2026): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v4i1.522

Abstract

Objective: Artificial Intelligence (AI) is increasingly transforming English language teaching, yet its potential to integrate technology, moral values, and authentic content in pre-service teacher education remains underexplored. This study investigates how pre-service English teachers utilize AI to design culturally and morally grounded lessons. Method: Adopting a quantitative descriptive approach, data were collected via an online survey from 34 undergraduate students enrolled in a Microteaching course at a private university in Indonesia. The instrument comprised open-ended questions on AI use, integration of Islamic moral values, and selection of authentic materials. Results: Results show that ChatGPT was the most frequently used tool, followed by Gemini. Participants employed AI to source learning materials, recommend teaching strategies, generate quizzes, and adapt lessons to learner needs. Moral values were embedded through ethical guidance, social responsibility, prayer rituals, and spiritual reflection. AI-suggested authentic content was incorporated to enhance contextual relevance but was selectively adapted to align with cultural and personal values. Findings demonstrate that AI substantially enhances lesson planning by streamlining resource selection and fostering pedagogical creativity, while preserving the teacher’s role as a cultural and ethical filter. Novelty: This study highlights AI’s dual potential—as an innovative pedagogical partner and as a tool requiring critical oversight—to ensure language instruction that is technologically enriched, culturally responsive, and value-oriented.
Attitudinal Perspectives and Academic Implications of Peer-led Discussions in Grammar Learning Agustina, Sheila; Megawati, Fika; Fediyanto, Niko; Fatima Virgiyanti, Diska
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10184

Abstract

This study investigates the relationship between students' attitudes toward the use of peer-led discussions in grammar class and their academic performance. Peer-led discussions, recognized for promoting active participation and collaborative learning, have been increasingly integrated into language education. However, their effectiveness in enhancing grammar proficiency remains unclear. This research involves 35 students from an English Education Program in a grammar class, with attitudes assessed using a 4-point Likert scale. The findings indicate a generally neutral to slightly negative attitude, with an average score of 2.96. Correlation analysis reveals a very weak positive relationship (r = 0.047) between students' attitudes and their academic performance, which is statistically insignificant (p = 0.788). These results suggest that while the method may foster engagement, it does not significantly improve grammar learning outcomes. The study concludes that the current implementation of peer-led discussions may not effectively meet students' learning needs in grammar instruction. Recommendations for future research include exploring alternative formats that better align with grammar learning objectives and investigating factors that influence students' attitudes more comprehensively.
EFL Learners’ Perceptions on Wordwall Implementation in Learning Vocabulary Anggraini, Rishma; Megawati, Fika; Agustina, Sheila; Thongbab, Sanitpim; Asmara, Candra Hadi
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10686

Abstract

Vocabulary mastery plays a very important role in the ability to communicate in spoken dan written English skills. Effective vocabulary learning can improve students’ language skills, allowing them to use foreign languages with greater confidence and fluency in a variety of communication situations. However, in English language learning, students often experience difficulties in remembering and memorizing vocabulary. Therefore, it is important to integrate technology and interactive learning media in the English learning process. This approach is expected to provide a more flexible, effective, and enjoyable experience for students. This study aims to find out how students perceive the use of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand. By using a qualitative approach and interview as the main instrument, this research was conducted. The interview results showed that the students feel that learning using Wordwall is fun and helps them remember vocabulary more easily. Wordwall also proved to be able to increase their motivation and interest in learning English. These findings provide a clear picture of the effectiveness of Wordwall in supporting English language learning, especially in terms of vocabulary acquisition, and encourage the use of interactive media in the primary school context. This study implies that English teachers need to be creative in their classroom instruction including giving variation in the learning through the implementation of digital application
AI use in teaching module and assignment development: Reported practices from Indonesian EFL pre-service teachers Fika Megawati; Sheila Agustina; Muhlasin Amrullah; Saltanat Meiramova; Fitria Wulandari; Tia Rahmahwati
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24622

Abstract

The rapid development of artificial intelligence (AI) in education has not been matched by sufficient research on how pre-service English as a foreign language (EFL) teachers perceive the use of AI for developing instructional modules. This study explores these perceptions among pre-service EFL teachers from three universities in Indonesia who already have experience using AI. Most participants were female, in the final stage of their studies, and enrolled in a micro-teaching course. A survey was administered using an online questionnaire to investigate the practices and experiences of AI among pre-service teachers and analyzed using descriptive quantitative methods. The findings show that the pre-service teachers were enthusiastic yet cautious in using AI. Many used AI regularly, while others used it occasionally. They perceived clear benefits of AI, particularly in generating ideas, improving efficiency, and enhancing the quality of learning materials. AI was most commonly used to design lesson topics, develop content, and create test items. However, several challenges were identified, including plagiarism risks, inconsistent AI-generated outputs, and concerns about overreliance on AI. ChatGPT was the most frequently used tool, and participants expressed interest in more adaptive features that tailor content to students’ needs. The study recommends that AI use in teacher education be guided by instructors, with limited use in student assignments to maintain ethical standards and critical thinking skills. These findings provide valuable insights into AI literacy and pedagogical AI applications, contributing to the development of AI-adaptive teacher education curricula.
Co-Authors A. Effendi Kadarisman, A. Effendi Abayeva Akniyetnessibeli Achmad Oddy Syam Prayoga Akbar Wiguna Amelia Nur Khasanah Anggraini, Rishma Anindya Khairunnisa Zahra Ardiyuga Pratitapraya Aziz, Mochammad Lutfy Bindiya, Aisyah Candra Hadi Asmara Chandrika Rahmania Cahyani Chatarina Umbul Wahyuni Desembrianti, Virna Muhdelifa Dian Novita Diska Fatima Virgiyanti Ermawati Zulikhatin Nuroh Fadillah, Erennia Tasya Fadlilah, Nurul Lailatul Qodriatil Fajar Arianto Fara Azmiarrizqi Fatahillah, Muhammad Erwin Fenita Purnama Sari Indah Fika Megawati Fitria Wulandari Fitria Wulandari Hadian, Nila Sekardhani Hanna, Vinda Olivia Herwiana, Sakhi Imam Pribadi Khoirul Umam Kusumandari, Kusumandari Lulus Hardiyanti Mafiroh, Riza Maghfiroh, Eka Masliha Alfiatul Aqliyah Mirjam Anugerahwati Mongboon, Nantana Monica Indriya Lestari Muhlasin Amrullah Mustofa, Mutmainnah Mu’Minin, Sholikhatul Nabilah Ardelia Arianto Nafi’ah Aghni Setyowati Nasir, Muhammad Haydar Nayoan, Adinda Roro Niko Fediyanto Ningrum, Nilam Nur Widya Nur Hasanah Phumphanit, Yupha Puguh Oktavian Puji, Lela Kania Rahsa Putri Syalwa, Nadliyah Putri, Faradila Rahayu, Fajarista Faiq Rahmania Sri Untari Rahmi Maulidiyah Rishma Anggraini Riyanto, Raditya Ferdi Riza Mafiroh Salsabila, Nada salsabila, Saffana Saltanat Meiramova Sevya Dwi Gita Nurani Shah , Shanina Sharatol Ahmad Shanina Sharatol Ahmad Shah Sindi Dewi Aprillian Sindi Dewi Aprillian Sindi Dewi Aprillian Sinta, Nanda Aprila Sirah Robitha Maula Sirah Robitha Maula Sirah Robitha Maula Suharyana Suharyana Sumarni Sumarni Thongbab, Sanitpim Tia Rahmahwati Triyono Triyono Ubaidillah, M. Faruq Vidya Mandarani Vinda Olivia Hanna Virna Muhdelifa Desembrianti Wahyu Taufiq Wahyu Taufiq Yonlada Tappha Yuli Astutik Yuli Astutik Yuli Astutik Yuli Astutik Yunita Sabillah Damayanti Yupha Phumphanit Zaidan Al Zuhdi Zaki Dzulfikar, Ahmad Zayyidah Fairuzah