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All Journal IJEE (Indonesian Journal of English Education) ETERNAL(english, teaching, learning, and Research Journal) Jurnal Bahasa Lingua Scientia EduReligia : Jurnal Pendidikan Agama Islam International Journal of English Education and Linguistics (IJoEEL) Journal of Innovation in Educational and Cultural Research GUYUB: Journal of Community Engagement JOLLT Journal of Languages and Language Teaching Jurnal Aksi Afirmasi: Jurnal Pengabdian kepada Masyarakat IJORER : International Journal of Recent Educational Research Journal of English Language and Education Journal of General Education and Humanities Journal of Artificial Intelligence and Digital Business JURNAL ILMIAH GEMA PERENCANA Jurnal Keadaban: Jurnal Sosial dan Humaniora AKSELERASI: Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN) Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Ekowijayanto, Mochlis
Universitas Nurul Jadid
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Public Health Social Sciences Other

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Exploring EFL Students’ Experiences of Learning Intensity in Speaking Practice Aisyah Dita Zhaqila; Mochlis Ekowijayanto
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.201

Abstract

This study explores how junior secondary EFL students experience learning intensity during speaking practice in the English Time program at MTsN 1 Probolinggo, Indonesia. Rather than treating intensity as task frequency or duration, the study conceptualizes it as a multidimensional experience shaped by cognitive effort, emotional pressure, social visibility, and strategic regulation. Using a qualitative case study design, data were collected over four weeks through classroom observations, semi-structured interviews with six focal participants, students’ reflective journals, and researcher memos. The data were analyzed using reflexive thematic analysis. Four interrelated themes emerged. First, public performance intensified speaking practice because students felt exposed to peer gaze, teacher evaluation, and possible public mistakes. Second, cognitive overload occurred when students treated speaking as a fixed sequence of accurate words and sentences, while learners who used ideas and keywords showed greater flexibility. Third, intensity was emotionally framed either as a threat or as a productive challenge, depending on students’ confidence and perceived classroom safety. Fourth, memorization functioned as the dominant regulation strategy. Full-script memorization reduced anxiety and prevented silence, but it also limited spontaneity when students forgot part of the script. In contrast, keyword-based preparation supported more flexible communication. This study extends EFL speaking, engagement, and willingness-to-communicate research by positioning learning intensity as a socially mediated, cognitively negotiated, emotionally filtered, and strategically managed classroom experience. Pedagogically, the findings suggest that speaking activities should be challenging yet emotionally safe, gradually guiding students from rigid memorization toward keyword planning, guided paraphrasing, peer-supported rehearsal, and spontaneous communication.
TIKTOK EXPOSURE AND INDONESIAN HIGH SCHOOL GEN Z’S INFORMAL ENGLISH ACQUISITION: LINKS TO INFORMAL VOCABULARY AND SLANG/PRAGMATIC COMPREHENSION Della Isa Fadillah; Mochlis Ekowijayanto
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50401

Abstract

TikTok has become a prominent source of informal English exposure among Indonesian Gen Z learners, particularly through short, multimodal, and interactive videos. This study investigated the relationship between English language TikTok exposure and informal English language acquisition among Indonesian high school learners. Informal English language acquisition was measured through informal vocabulary knowledge and slang/pragmatic comprehension. Employing a cross-sectional quantitative correlational design, the study involved 240 students from Grades 10–12. Data were collected using the English TikTok Exposure Scale (ETES), an Informal Vocabulary Test (IVT), and a Slang/Pragmatic Comprehension Test (SPCT). Pearson correlations, partial correlations, and hierarchical multiple regression were used to analyse the data while controlling for general English proficiency. The findings showed that overall TikTok exposure was positively correlated with informal vocabulary knowledge and slang/pragmatic comprehension. Regression results indicated that TikTok exposure indicators explained additional variance beyond general English proficiency.Caption use significantly predicted informal vocabulary knowledge, while caption use and comment reading predicted slang/pragmatic comprehension. These findings suggest that meaningful engagement with English TikTok content, rather than exposure duration alone, contributes to informal English language acquisition among Indonesian Gen Z high school learners.
EFL Learners’ English Engagement in LinkedIn-Based Professional Digital Practices: Exploring Career-Oriented Motivation Mukhollafah, Wildani; Ekowijayanto, Mochlis
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i5.1540

Abstract

Objective: Many students today consider English as an essential requirement for entering the workforce, especially because professional activities are increasingly conducted in the digital realm. Platforms like LinkedIn are more frequently exposing students to the use of English in real professional contexts, ranging from preparing for the job application process to the demands of professional communication in English. This situation encourages students to pay more attention to learning English through various digital media outside the classroom. The purpose of this research is to examine the relationship between career-oriented motivation and EFL learners’ engagement in learning English on LinkedIn as a professional digital space. Method: This research uses a mixed-method approach with a sequential explanatory design and involves 28 advanced students from English education programs at two universities in Probolinggo. Data were collected using two main instruments: questionnaires and daily reflection journals. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were analyzed thematically. Findings: The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace. This exposure is linked to students’ growing awareness that English is a crucial component of professional development. Although motivation levels did not show a significant correlation with the frequency of LinkedIn use, students with stronger professional motivation tended to practice professional English communication more actively in the digital space. Novelty: This study expands research on informal digital English learning (IDLE) by demonstrating that professional digital platforms such as LinkedIn help shape EFL learners’ perceptions of the importance of English in the workplace and encourage them to engage more actively in English learning through various digital practices outside the formal education setting.
Challenges in English Speaking Skills Among EFL Students at The Outstanding Social Sciences Program of SMA Nurul Jadid Intan Cahyani; Mochlis Ekowijayanto
JURNAL ILMIAH GEMA PERENCANA Vol 5 No 1 (2026): Jurnal Ilmiah Gema Perencana
Publisher : POKJANAS Bekerja Sama Biro Perencanaan dan Penganggaran, Sekretariat Jenderal Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61860/jigp.v5i1.425

Abstract

This study investigates the challenges faced by students in mastering English speaking skills in the IPS flagship program at Nurul Jadid High School, an Islamic boarding school in East Java, Indonesia. Focusing on EFL (English as a Foreign Language) students, this study aims to understand the various factors that influence students' speaking abilities, where the unique learning environment in Islamic boarding schools presents its own challenges. Through qualitative and quantitative approaches, data was collected using observation, semi-structured interviews, and Likert questionnaires to explore students' perceptions of the difficulties they face when speaking English. Preliminary results indicate that internal factors such as lack of confidence, as well as external factors such as social pressure and teaching methodologies that focus more on theory than speaking practice, contribute significantly to students' low speaking skills. This study also found that students' English language experience outside the classroom is very limited, which often causes anxiety when facing real situations that require speaking skills. Students tend to be passive in communication activities and prefer not to participate actively for fear of making mistakes. To overcome these challenges, this study recommends the development of more communicative and interactive teaching strategies, including the application of the Communicative Approach and Task-Based Language Teaching.
Pendampingan Pemanfaatan AI Magicschool Untuk Efisiensi Penyusunan Modul Ajar Bagi Guru SMP Islam Muhammad Shodiq Mochlis Ekowijayanto; Devi Maria Ulfa; Talita Salsabila Novi Yanto
AKSELERASI: Jurnal Pengabdian Masyarakat Vol 4 No 1 (2026): AKSELERASI: Jurnal Pengabdian Masyarakat
Publisher : PT. Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/ajpm.v4i1.218

Abstract

Akselerasi teknologi Artificial Intelligence (AI) dalam lanskap pendidikan global membuka peluang masif reduksi beban kerja administratif guru, khususnya dalam implementasi Kurikulum Merdeka yang menuntut personalisasi modul ajar secara kompleks. Namun, kesenjangan kompetensi teknologi dan disparitas geografis sering kali menjadi hambatan utama adopsi inovasi bagi pendidik di daerah rural. Pengabdian kepada masyarakat ini bertujuan untuk memformulasikan solusi taktis dan mengevaluasi efektivitas program pendampingan pemanfaatan platform MagicSchool AI dalam mengefisiensikan penyusunan modul ajar bagi 12 orang guru di SMP Islam Muhammad Shodiq Probolinggo. Menggunakan metode pendampingan partisipatif terstruktur (Participatory Action Approach), intervensi dilakukan melalui lima fase transisi: fase diagnostik, fase orientasi, fase pelatihan, fase pendampingan, serta fase monitoring dan evaluasi. Evaluasi program dilakukan melalui teknik penelusuran durasi kerja (time-motion study) dan uji validitas produk, dengan indikator ketercapaian berupa peningkatan literasi digital, ketersediaan modul tervalidasi parameter Kurikulum Merdeka, serta efisiensi waktu. Hasil intervensi menunjukkan peningkatan signifikan pada aspek literasi digital instruksional guru, reduksi waktu penyusunan administrasi hingga 65%, serta dihasilkannya modul ajar berbasis AI yang tervalidasi sesuai parameter Kurikulum Merdeka. Rekomendasi akademis menekankan pentingnya pembentukan Professional Learning Communities (PLC) berbasis sekolah untuk menjamin resiliensi dan keberlanjutan transformasi digital instruksional.
Co-Authors Ahmad Dani Ahmad Dani Aisyah Dita Zhaqila Arrahmani, Novi Ida Fitriyah Astutik, Yayuk Della Isa Fadillah Devi Maria Ulfa Emilia Yusrina Faiz, M Farid Noor Romadlon Ferdiansyah, Mohammad Altof Galuh Rofanda Ibnu Syarofi Intan Cahyani Khoiratul Ummah Khomariyah, Nur Khomariyah, Yanti Leni Wulandari Mochammad Nur Faqih Khalilullah Moh. Ansori Dimastiar Muhammad Faiz Mukhollafah, Wildani Munisa Imamah Nisa', Ulvatun Nunung Sanjaya Nur Aini Nurlailiya Fitriana Pupuh, Ayu Rifka Rifka Rozanatul Hamimah Fauzi Sanjaya, Moh. Nunung Sheila Rohmaniyah Siti Kholilatul Jannah Sulala, Warda Anis Syarofi, Ibnu Talita Salsabila Novi Yanto Tiara Ainur Rizki Ulvia, Anisa Luluk Umi Nur Faizah Wardatul Karomah