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All Journal Journal of English Language Studies JELLT (Journal of English Language and Language Teaching) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Linguistics, Literacy, and Pedagogy Lingeduca: Journal of Language and Education Studies Journal Emerging Technologies in Education International Journal of Language and Ubiquitous Learning
Delsa Miranty
Universitas Sultan Ageng Tirtayasa
Humanities Education Languange, Linguistic, Communication & Media Other

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Teacher and Students' Opinion on Metacognitive Strategy-Based Instruction Using Song for Listening Skills at High School in Tangerang Bella Ayu Herawati; Delsa Miranty; Eri Rahmawati
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.13515

Abstract

The purpose of this research is to determine the response of teachers and students to the application of instruction-based metacognitive strategies using English songs for listening lessons. This study uses qualitative methods with research instruments, namely, interviews and was conducted in class 11 Social Sciences at SMAN 10 Tangerang. Four informants, one English teacher, and three grade 11 students were there. Based on the results of the study, it showed that the application of instruction-based metacognitive strategies using songs for listening had a good impact and received positive feedback according to the responses received by the researchers from the results of interviews with one English teacher and three grade 11 students at SMAN 10 Kota Tangerang. In addition, the responses from students, namely students said that the use of songs in listening activities can increase students' enthusiasm for learning, because it makes the listening learning atmosphere fun and not monotonous.
Factors Influencing Indonesian EFL Students’ Decisions and Time Spent For Utilizing Podcasts in Extensive Listening Classes Delsa Miranty
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.21535

Abstract

The current study investigates the factors influencing EFL students' decisions and how much time most students spend listening to podcasts in extensive listening courses by English students in the Education Department at a public university in Indonesia. In this study, 113 EFL students were asked what factors influenced their decisions and how much time they spent listening to podcasts in their extensive listening classes. Students were also instructed to participate in monthly reports to help them understand what they heard. The teacher accomplished this by distributing podcasts over four months during long listening sessions. A closed-ended survey via Google Forms inquired about the factors that matter and how long to use a podcast in a listening class. The closed-ended questionnaire's mean and standard deviation percentages were calculated using SPPS version 20, and there is no significant statistical finding. The amount of time spent on podcasts was thoroughly examined. The study's findings revealed that the usefulness factor greatly influenced EFL students' decisions to use podcasts in their listening classes. Then, the enjoyment and relative advantages factors differed significantly from the other four factors. Furthermore, it was discovered that most students set aside 15-30 minutes during their extensive listening classes to use the podcast. Moreover, this study suggests that educators incorporate podcasts into their instructional practices to improve students' listening skills. This recommendation recognizes podcasts as an effective technology-mediated learning tool for enhancing EFL teaching and learning while also assisting students in academic success, particularly in extensive listening skills. 
The Implementation of Pictionary Games to Improve Vocabulary Comprehension Amelia Yustina Fatmawati; Delsa Miranty; Welliam Hamer
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15553

Abstract

Vocabulary is the primary component in learning a language. Vocabulary is essential for getting other skills like speaking, reading, listening, and writing. However, it is not easy to learn vocabulary. Therefore, the teacher should find the teaching technique that makes the student motivated and enthusiastic about learning vocabulary. One technique that can make the students excited and have the motivation to learn a language is by utilizing games. If the teacher uses the game as a technique to teach, the students do not find it easy to get bored. One game that the teacher can use to teach vocabulary is Pictionary games. A Pictionary game is a game that divides the students into groups, one member of the group is assigned to draw a word that the teacher gives, and other members guess the result of the picture. In this conceptual article, the writers aim to help students improve their vocabulary mastery by using Pictionary games.
Teachers' and Students' Points of View on Audio for Listening Skills in Metacognitive Strategy Instruction Bella Ayu Herawati; Delsa Miranty; Eri Rahmawati
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15552

Abstract

Listening is one of the four skills in English, which plays the most important role. Listening is a skill that everyone must master because it is how everyone receives and retrieves ideas. In honing listening skills, students need the right strategies and materials to understand what they are learning. In honing listening skills, students need the right strategies and materials to understand what they are learning. In honing listening skills, the teacher also plays an important role. The teacher's role is to determine the strategies and materials to teach students in class. One strategy that can be applied is a metacognitive strategy. Therefore, the use of metacognitive strategies can be applied by teachers to teach in the eleventh grade by using interesting materials or tools such as using audio, namely songs. By using metacognitive strategies, learning activities will not only be teacher-centered but also student-centered as well, and using songs will be able to make learning English fun, and students will become active in learning.
Gamified Diagnostic Assessment Using Quizizz: Investigating Motivation and Perceptions of Indonesian ESL Students Laili Inayatus Sholihah; Delsa Miranty
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15153

Abstract

This study explores the impact of Quizizz as a diagnostic assessment platform on the motivation and perceptions of third-grade students at SMPN 3 Tigaraksa in their English lessons. A quantitative research design was employed, using a questionnaire distributed to 35 students, with results analyzed through descriptive statistics. The ages of the samples in this research are between 14 and 15 years old. The questionnaire utilized a four-point Likert Scale based on their agreement and disagreement. This questionnaire was distributed through Google Forms. The study’s findings revealed that using Quizizz increased students' intrinsic motivation and positive perceptions of learning English. The students found learning English to be more enjoyable and engaging. The competitive and engaging use of Quizizz resulted in greater interest and confidence in English language learning. Related to the limitation of this research is that it focuses solely on Indonesian ESL students, which may restrict the generalizability of the findings to learners in other cultural or linguistic contexts. This study offers insightful information for teachers to use technology-integrated learning methods, such as Quizizz, as a diagnostic assessment platform. It can motivate and help teachers design more effective teaching strategies according to ESL students' needs in learning English.
Gamified Diagnostic Assessment Using Quizizz: Investigating Motivation and Perceptions of Indonesian ESL Students Laili Inayatus Sholihah; Delsa Miranty
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15153

Abstract

This study explores the impact of Quizizz as a diagnostic assessment platform on the motivation and perceptions of third-grade students at SMPN 3 Tigaraksa in their English lessons. A quantitative research design was employed, using a questionnaire distributed to 35 students, with results analyzed through descriptive statistics. The ages of the samples in this research are between 14 and 15 years old. The questionnaire utilized a four-point Likert Scale based on their agreement and disagreement. This questionnaire was distributed through Google Forms. The study’s findings revealed that using Quizizz increased students' intrinsic motivation and positive perceptions of learning English. The students found learning English to be more enjoyable and engaging. The competitive and engaging use of Quizizz resulted in greater interest and confidence in English language learning. Related to the limitation of this research is that it focuses solely on Indonesian ESL students, which may restrict the generalizability of the findings to learners in other cultural or linguistic contexts. This study offers insightful information for teachers to use technology-integrated learning methods, such as Quizizz, as a diagnostic assessment platform. It can motivate and help teachers design more effective teaching strategies according to ESL students' needs in learning English.
DEMOCRATIZING LANGUAGE PROFICIENCY: THE IMPACT OF GENERATIVE AI ON LEARNER AUTONOMY AND ACADEMIC INTEGRITY IN SECOND LANGUAGE ACQUISITION Delsa Miranty; Hassan Ali; Nurul Huda
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i1.3874

Abstract

Generative artificial intelligence has rapidly transformed second language acquisition by providing learners with continuous access to automated feedback, translation support, grammar correction, and interactive language practice. Expansion of AI-assisted learning environments has increased opportunities for independent language development and reduced barriers associated with instructional access and linguistic anxiety. Simultaneous growth of AI integration in education has also generated concerns regarding academic integrity, technological dependency, and the authenticity of learner language production within academic contexts. This study aimed to examine the impact of generative AI on learner autonomy and academic integrity in second language acquisition. Particular attention was directed toward analyzing how AI-assisted language learning influences self-regulated learning behavior, writing performance, language confidence, and ethical awareness among second language learners in higher education environments. A mixed-methods sequential explanatory design was employed involving 300 undergraduate students enrolled in second language learning programs across three universities. Quantitative data were collected through learner autonomy scales, academic integrity perception questionnaires, and AI usage surveys, while qualitative findings were obtained through interviews, classroom observations, and reflective journals. Statistical analysis included ANOVA, regression analysis, and correlation testing to identify relationships between AI usage and educational outcomes. Results demonstrated that generative AI significantly improved learner autonomy, writing performance, and language confidence through personalized linguistic support and immediate feedback. High-frequency AI users, however, exhibited stronger technological dependence and lower academic integrity awareness regarding authentic language production. Findings confirm that generative AI democratizes language learning opportunities while simultaneously requiring balanced pedagogical frameworks supporting ethical engagement, authentic linguistic development, and responsible educational technology integration.
The AI-Powered Dialogue: Evaluating the Impact of Large Language Models on EFL Learners’ Pragmatic Competence and Speaking Anxiety Delsa Miranty; Haziq Idris; Rina Farah
Journal Emerging Technologies in Education Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i2.3925

Abstract

Background. The rapid advancement of artificial intelligence has transformed language learning environments, particularly through the integration of Large Language Models (LLMs) that facilitate interactive and personalized communication practice. Despite their growing adoption in English as a Foreign Language (EFL) education, limited empirical attention has been devoted to understanding their influence on learners’ pragmatic competence and speaking anxiety. Purpose. This study aims to evaluate the impact of AI-powered dialogue systems based on LLMs on EFL learners’ ability to use language appropriately in social contexts and their confidence in oral communication. Method. A quantitative quasi-experimental design was employed involving 120 EFL learners divided into experimental and control groups. Data were collected through pragmatic competence assessments, speaking anxiety scales, classroom observations, and structured interviews. Results. Findings indicate that students who engaged with AI-powered dialogue systems demonstrated significantly higher gains in pragmatic competence compared to those receiving conventional instruction. Results also reveal a substantial reduction in speaking anxiety, attributed to the non-judgmental, adaptive, and accessible nature of AI-mediated interactions. Conclusion. The study concludes that LLM-based dialogue platforms provide meaningful opportunities for authentic communication practice while fostering psychological comfort in language learning. Integrating AI-powered dialogue into EFL instruction can therefore enhance communicative effectiveness and support learners’ confidence in real-world language use.
Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills mariska febrianti; Ridho Praja Dinata; Delsa Miranty; Irma Rasita Gloria; Muhammad Chairil Imran
International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i1.774

Abstract

Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.
The Influence of the Direct Method on Students' Language Comprehension: Quantitative Research with a Focus on Listening Skills Rizky Wardhani; Haris Danial; Delsa Miranty; Ariana Oktaviana; Nining Fitriani
International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i1.780

Abstract

Background. The Direct Method has become an attractive approach in language learning, emphasising the use of the target language in communicative situations. However, the impact of the Direct Method on students' language comprehension, particularly in listening skills, still needs to be studied in depth. Purpose. This study aims to evaluate the effect of the Direct Method on students' language comprehension, focusing on listening skills in the context of English language learning. Method. A quantitative approach was used to analyse data from the listening comprehension scores of students who took the Direct Method. The research sample consisted of 100 students who took the Direct Method course. Results. The results showed that the Direct Method had a positive and significant influence on students' listening comprehension ability. Of the 100 students who took the course with the Direct Method, 85% showed a significant improvement in listening comprehension scores. Conclusion. In the context of English language learning, the Direct Method has great potential in improving students' listening comprehension. This approach provides an interesting and meaningful learning experience for students, allowing them to be actively involved in the learning process and improving their ability to understand and use the target language.
Co-Authors Amelia Yustina Fatmawati Ariana Oktaviana Bella Ayu Herawati Eri Rahmawati Haris Danial Hassan Ali Haziq Idris Irma Rasita Gloria Laili Inayatus Sholihah Mariska Febrianti Muhammad Chairil Imran Nining Fitriani Nurul Huda Ridho Praja Dinata Rina Farah Rizky Wardhani Welliam Hamer