Articles
<![CDATA[Students’ Perceptions Toward Quizizz as An Assessment Tool in EFL Classroom ]]>
<![CDATA[Rafida Aulia]]>;
<![CDATA[Silih Warni]]>
<![CDATA[ International Journal of Research in Education Vol. 4 No. 2 (2024): Issued in July 2024 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Semarang ]]>
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DOI: 10.26877/ijre.v4i2.554
<![CDATA[This study employs a descriptive qualitative approach to describe the implementation of Quizizz and identify the students’ view toward Quizizz as an assessment tool in EFL classrooms. Eight second-year students are participated and selected based on their prior use of Quizizz during English lessons. Data collection involved classroom observations and in-depth interviews. The data were collected, transcribed, and analyzed thematically. The findings indicate that Quizizz is effectively employed by teachers, eliciting active engagement from students who appreciate its gamified features. Four key themes emerged from the analysis: Interest in Quizizz, Motivation in Quizizz, Confidence in Quizizz, and English Skills in Quizizz. Participants expressed enthusiasm for Quizizz's gamified learning approach and its integration of technology, which they perceived as enhancing teachers' assessment capabilities. They also noted that Quizizz served as a motivational tool, boosting their confidence and improving their English skills, notably in vocabulary acquisition and reading comprehension. Overall, Quizizz emerged as an effective and enjoyable tool for enhancing student engagement and facilitating learning outcomes in English. For educators, integrating Quizizz into lesson plans proves to be an efficient method for fostering student involvement and evaluating learning achievements.]]>
<![CDATA[Penguatan Ideologi Muhammadiyah bagi Pengurus Aisyiyah Cabang Ciracas melalui Pendekatan Interaktif di Jakarta Timur ]]>
<![CDATA[Roslaini]]>;
<![CDATA[Siswana]]>;
<![CDATA[Ilyas, Hamzah Puadi]]>;
<![CDATA[Warni, Silih]]>
<![CDATA[ Open Community Service Journal Vol. 4 No. 1 (2025): Open Community Service Journal ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/ocsj.v4i1.107
<![CDATA[Pergantian kepengurusan dalam organisasi ‘Aisyiyah dilaksanakan setiap lima tahun sekali. Dalam proses regenerasi ini, sangat penting bagi pimpinan dan pengurus baru untuk memperdalam pemahaman terhadap ideologi Muhammadiyah guna menjaga eksistensi, kesinambungan, dan jati diri organisasi. Menjawab kebutuhan tersebut, Tim Pengabdian kepada Masyarakat (PkM) UHAMKA melaksanakan kegiatan pelatihan penguatan ideologi Kemuhammadiyahan bagi 15 pengurus PCA Ciracas, Jakarta Timur yang baru dilantik. Kegiatan ini dirancang menggunakan pendekatan interaktif-komunikatif melalui penyampaian materi, sesi tanya jawab, dan evaluasi. Evaluasi akhir dilakukan melalui angket daring menggunakan Google Form. Hasilnya menunjukkan dampak positif yang signifikan terhadap pemahaman peserta mengenai fungsi ideologi dalam organisasi, strategi penguatan nilai-nilai Kemuhammadiyahan, serta urgensi internalisasi nilai-nilai tersebut dalam dinamika gerakan ‘Aisyiyah. Temuan ini mencerminkan efektivitas metode pelatihan yang digunakan, sekaligus menegaskan pentingnya pelibatan aktif pengurus dan anggota dalam setiap aktivitas organisasi. Ke depan, pelatihan serupa diharapkan dapat terus diselenggarakan secara berkelanjutan, tidak hanya untuk memperkuat semangat berorganisasi, terutama di kalangan generasi muda, tetapi juga untuk memperjelas peran strategis anggota dalam mewujudkan visi dan misi Muhammadiyah melalui ‘Aisyiyah.]]>
<![CDATA[Gamification in English Learning: Building Students’ Motivation and Creativity ]]>
<![CDATA[Farisca, Angel]]>;
<![CDATA[Warni, Silih]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/3ej46t19
<![CDATA[This study investigates the effectiveness of gamification in English language learning, focusing on its impact on students’ motivation and creativity. In the digital age, educators are increasingly integrating game elements into instructional design to foster learner engagement and innovative thinking. This study employed an explanatory sequential mixed-methods design, combining quantitative and qualitative approaches. Quantitative data were collected through pre- and post-tests using the Academic Motivation Scale (Ryan & Deci, 1985), Tests of Creative Thinking by Torrence (2018), and a researcher-developed questionnaire assessing students’ understanding of gamification elements such as points, challenges, and badges. The participants were 33 eleventh-grade students from a public high school in Bekasi. The results showed statistically significant improvements in all three measured variables. Furthermore, semi-structured interviews revealed increased engagement, confidence, and imaginative language use during gamified learning activities. Challenges included limited access to digital devices, unstable internet connectivity, and differences in student adaptability based on prior technology exposure and personality traits. These findings suggest that gamification may be an effective and contextually relevant instructional strategy in Indonesian EFL (English as a Foreign Language) classrooms. The study highlights the potential of gamified instruction to support both affective and cognitive domains, and recommends further research on long-term impacts and scalable implementation models.]]>
<![CDATA[Pelatihan Bahasa Inggris bagi Masyarakat Kawasan Wisata Berbasis Alam dan Budaya Betawi di PBB Setu Babakan Jakarta ]]>
<![CDATA[Silih Warni]]>;
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Jurnal Pengabdian UNDIKMA Vol. 3 No. 1 (2022): May ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jpu.v3i1.4940
<![CDATA[The purpose of this community service program is to improve the English competence of the community in the Setu Babakan Betawi Cultural and Natural-based Village, Jakarta. The English training is part of the efforts to pioneer English villages in the tourist destination area. This activity was carried out using a training method with English needs analysis and problems faced by the community related to English mastery through interviews, observations, tests and questionnaires as well as to develop English teaching materials for the surrounding community. This service involves community mobilizers, the manager of the Setu Babakan Betawi Cultural Village and the village community, especially teenagers who are active in youth organizations. The results of this activity show the passion and enthusiasm of the community to learn English and improve the community's self-confidence as well as their English speaking skills in the context of daily conversation in the Setu Babakan Area. Thus, it is very important to do sustainable English training in response to initiate English village.]]>
<![CDATA[English for Tour Guide: Kegiatan Pengabdian kepada Masyarakat bagi Guru SMK di Purbalingga: English for Tour Guide: A Community Service for Vocational School Teachers in Purbalingga ]]>
<![CDATA[Ningsih, Sri Kusuma]]>;
<![CDATA[Warni, Silih]]>
<![CDATA[ PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 7 (2024): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
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DOI: 10.33084/pengabdianmu.v9i7.6952
<![CDATA[This community service program seeks to help teachers enhance their English communication abilities, and in particular English for Tour Guide. Aside from that, it provides information, insight and creative inspiration in teaching and learning activities, which can indirectly contribute to the growth of local tourism. This activity was carried out utilizing a training method based on the results of an analysis of needs and challenges encountered at SMK Negeri 1 Bojongsari in terms of English mastery, conducted through interviews and observations. The training method used is through presentation of material, drilling, and evaluation. This PKM activity is for vocational school teachers and students, as well as UHAMKA lecturers and students. This training event went off without a hitch, as planned by the UHAMKA PKM team. Participants were enthusiastic and involved in creating a conducive atmosphere till the program ended. The evaluation results indicate that more time is needed for practice and evaluation. Furthermore, it is advised that existing activities such as comparable training, be held on a regular basis to develop teachers' teaching skills.]]>
<![CDATA[A Study on University Students’ Self-Regulated Motivation to Improve EFL Speaking Skills Across Academic Levels ]]>
<![CDATA[Warni, Silih]]>;
<![CDATA[Apoko, Tri Wintolo]]>;
<![CDATA[Martriwati, Martriwati]]>;
<![CDATA[Nongkhai, Angsu-orn Na]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i2.10870
<![CDATA[opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.]]>
<![CDATA[Students’ Perceptions Of Tiktok As An Alternative Media To Enhance Speaking Skills ]]>
<![CDATA[Olivia Farisca Adhani]]>;
<![CDATA[Silih Warni]]>
<![CDATA[ EduInovasi: Journal of Basic Educational Studies Vol. 4 No. 2 (2024): EduInovasi: Journal of Basic Educational Studies (In Press) ]]>
Publisher : <![CDATA[Intitut Agama Islam Nasional Laa Roiba Bogor ]]>
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DOI: 10.47467/edu.v4i2.2787
<![CDATA[In language learning, the ability to communicate orally plays a vital role, enabling individuals to interact and understand others in different social situations. Oral communication in language learning is crucial due to its relevance in daily interactions and academic endeavors. The research aims to investigate EFL students' perceptions on using TikTok as a learning tool, particularly its impact on speaking abilities. The study explores the effectiveness of TikTok in enhancing speaking proficiency. Through a descriptive qualitative methodology, the study examines the perspectives of EFL students at a school in Jakarta, Indonesia, regarding the use of TikTok for language learning. Purposive sampling was employed to select participants who utilize TikTok for their English language learning. Data collection involved observation and interviews to gain insights into students' experiences and perceptions. Findings reveal diverse viewpoints among students regarding the utility of TikTok for English language learning, encompassing both positive and negative opinions. While TikTok offers opportunities for exposure to authentic language and engagement with native speakers, challenges such as accuracy and fluency are noted. Despite these challenges, TikTok is recognized as a potential platform for improving speaking skills due to its accessibility and engaging content. This research provides valuable insights into the perceptions of EFL students regarding TikTok's role in language learning. By addressing the research question of students' perceptions of TikTok's effectiveness in English language teaching, the study contributes to understanding the potential of social media platforms like TikTok as supplementary tools for language learning.]]>
<![CDATA[EFL Students’ Perceptions on the Use of TikTok Videos in Increasing Speaking Skills ]]>
<![CDATA[Aulady, Farhan]]>;
<![CDATA[Warni, Silih]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v12i1.5091
<![CDATA[The research delves into a comprehensive exploration of students' perceptions concerning the efficacy of TikTok as a tool for improving their oral communication skills. Employing a rigorous quantitative methodology, the researcher meticulously selects three cohorts of tenth-grade students to serve as the study's sample population. The data collection process entails the systematic application of a Likert scale. Subsequently, the amassed data undergoes a meticulous analysis, conducted through sophisticated tabulation procedures within the Microsoft Excel platform. The results of this analysis yield compelling insights, revealing a substantive and statistically significant positive association between the utilization of TikTok and the enhancement of students' oral communication proficiencies. Moreover, the results shed light on an interesting aspect of students' views on TikTok; a significant number of people exhibit a highly optimistic perspective. Many students express enthusiasm for incorporating TikTok into their English language learning journey. This insight emphasizes how TikTok can create an interactive and captivating learning atmosphere, boosting the development of crucial speaking skills among school students.]]>
<![CDATA[The Effect Chat Feature on Genshin Impact Online Game on ESL Communication Skills ]]>
<![CDATA[Azizah, Nur]]>;
<![CDATA[Warni, Silih]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[research, training and philanthropy institution Natural Aceh ]]>
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DOI: 10.51276/edu.v5i1.641
<![CDATA[Learning English is not only conducted at school but can be conducted through alternative media. These include watching English movies, listening to English songs, and playing online games. Online games do not merely have a negative impact, but they can also positively impact the user. Genshin Impact is an online game that is currently booming. Various features in Genshin Impact allow players to interact with other players by entering Co-Op mode. This research aims to discover whether students are motivated to improve their English communication skills through the chat feature in the online game Genshin Impact. This study employed a descriptive quantitative methodology. The data were then analyzed descriptively to answer the research question. 151 respondents from various schools were selected based on the required criteria. From the result data analysis, students perceive that using the chat feature in Genshin Impact can positively influence students' motivation to improve their English communication skills. The findings also revealed that students agree and strongly agree that online games can increase their motivation to learn English. The results of this study's implications encourage teachers to start thinking about the benefits of games in education.]]>
<![CDATA[Students’ Perceptions Toward Quizizz as An Assessment Tool in EFL Classroom ]]>
<![CDATA[Aulia, Rafida]]>;
<![CDATA[Warni, Silih]]>
<![CDATA[ International Journal of Research in Education Vol. 4 No. 2 (2024): Issued in July 2024 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Semarang ]]>
Show Abstract
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DOI: 10.26877/ijre.v4i2.554
<![CDATA[This study employs a descriptive qualitative approach to describe the implementation of Quizizz and identify the students’ view toward Quizizz as an assessment tool in EFL classrooms. Eight second-year students are participated and selected based on their prior use of Quizizz during English lessons. Data collection involved classroom observations and in-depth interviews. The data were collected, transcribed, and analyzed thematically. The findings indicate that Quizizz is effectively employed by teachers, eliciting active engagement from students who appreciate its gamified features. Four key themes emerged from the analysis: Interest in Quizizz, Motivation in Quizizz, Confidence in Quizizz, and English Skills in Quizizz. Participants expressed enthusiasm for Quizizz's gamified learning approach and its integration of technology, which they perceived as enhancing teachers' assessment capabilities. They also noted that Quizizz served as a motivational tool, boosting their confidence and improving their English skills, notably in vocabulary acquisition and reading comprehension. Overall, Quizizz emerged as an effective and enjoyable tool for enhancing student engagement and facilitating learning outcomes in English. For educators, integrating Quizizz into lesson plans proves to be an efficient method for fostering student involvement and evaluating learning achievements.]]>
