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All Journal Jurnal Penyuluhan Parole: Journal of Linguistics and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) Journal of Vocational Education Studies (JOVES) Journal Of English Literature, Linguistic, and Education (JELLE) Proceeding ISETH (International Summit on Science, Technology, and Humanity) Teaching English as a Foreign Language Journal GSE-journal
Djoko Sutrisno
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Journal : Teaching English as a Foreign Language Journal

 1 
High school students' perceptions of using social media in learning English: A quantitative study Ayudia Fauziah; Djoko Sutrisno
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.974

Abstract

The main aim of this research is to investigate how secondary school students understand the usefulness of social media in English language learning. The research design used in this research is quantitative research, and data was collected through closed surveys and given to 31 students from SMKN 1 Bantul, Yogyakarta. The questionnaire contains 18 items representing the cognitive, affective, and conative dimensions of social media use in ELT. Based on these findings, students generally have a positive attitude toward using social media to learn English. By providing interesting and easily accessible content, social media is useful in improving students' English skills. Listening and reading skills can be significantly improved by using platforms such as YouTube, Instagram, and TikTok. These results suggest that the diverse sources of stimulation and conducive interactive contextual practices offered by social media support learners' needs while presenting challenges with exposure to non-standard language or distractions that may occur during its use.
Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment Sutrisno, Djoko; Zainal Abidin , Noor Azlinda
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.434

Abstract

In the past two decades, the world has witnessed an exponential rise in the use of digital games, thanks to the widespread availability of Personal Computers (PCs) and mobile devices. These games have not only provided entertainment but have also demonstrated both positive and negative effects on players. While numerous studies have explored the impact of digital games on attention span, concentration, and addiction, little attention has been given to their influence on incidental Foreign Language acquisition. To bridge this research gap, the researcher embarked on a three-month longitudinal observational study during the post Covid-19 pandemic in 2022. The goal was to explore how digital games, which young learners played for leisure at home, affected their unintentional acquisition of English as foreign language. Participants in the study ranged from 8 to 14 years old, and three popular games, namely Free Fire, Minecraft, and Among Us, were included in the experiment. The results of our study shed light on the significant impact of digital gaming on participants' vocabulary development, highlighting gaming as a valuable asset for foreign language acquisition. Moreover, the players displayed a remarkable ability to retain the newly acquired vocabulary. However, we did identify two drawbacks. Firstly, the prolonged screen time associated with gaming raised concerns. Secondly, we observed that the vocabulary acquired was often specific to certain areas within a particular game, limiting its transferability to broader language contexts. This study serves as a catalyst for further research, encouraging an exploration of the benefits and drawbacks of employing digital games for targeted aspects of foreign language acquisition, such as cognitive skill development and enhanced comprehension. By delving deeper into these areas, researchers can better understand how digital games can be optimized to foster effective language learning experiences. Ultimately, this knowledge will contribute to the design of educational games that leverage the potential of digital technologies to facilitate language acquisition and promote a holistic learning experience for young learners
Role-reversal and discussion-oriented models for flipping digital vocabulary achievement in English classrooms for Electronic Engineering learners Sutrisno, Djoko; Annury , Muhammad Nafi
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.165

Abstract

This research aims to verify whether two classroom models, discussion-oriented and role-reversal, have an effective strategy for teaching vocabulary achievement to English language learners. The proposed models were examined as a successful method for teaching and learning vocabulary. A quasi-experimental strategy was used with three intact classes: one control (Electronic Engineering Learners A class) and two experimental (B and C class) (Electronic Engineering Learners B and C class). Using pre- and post-test writings, the effectiveness of the two models, which incorporated two digital applications, was determined. Additionally, a questionnaire created by the researcher and a semi- structured interview was used to assess vocabulary achievement. Covariance analysis revealed that classrooms that emphasized discussion and role reversal were more effective than those that did not. In terms of vocabulary growth in post-test expository writing, the role-reversal group also outperformed the discussion-oriented group. Further analyses revealed the positive perceptions and experiences surrounding flipped classrooms, highlighting four themes: instructor support, personal sentiment, peer support, and activities beyond the classroom. This report concludes by emphasizing the need for further research into this potential technology-based pedagogy across diverse language skills and the incorporation of technology in Vocabulary Achievement.
Fostering student's critical reading through technology integrated instruction Sutrisno, Djoko
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.215

Abstract

Students today grow up with technology devices at home and school, which transform how they study. Future education technology will alter teaching and learning by making new gadgets available to teachers and students. Thus, the study was meant to explore the impact of multimedia technology-integrated instruction on upper primary students' critical reading learning in one of Indonesia's private schools. To further comprehend the outcomes, a mixed methods study was conducted. Purposive sampling was used to choose 30 pupils as research samples. For three months, the participants were taught at least three science sessions per week utilizing multimedia technology. Instruments such as open-ended questions and questionnaires were used to collect data. The quantitative results from the questionnaire were examined and inferred using an inferential statistical t-test and descriptive statistical mean and standard deviation with a significance level of p 0.05. The qualitative data from open-ended questions were analyzed using the grounded theory coding technique. According to the findings, students were incredibly satisfied with learning science through multimedia technology because it made the lessons easier to grasp and more likely to engage, easy, and interesting. As a result, the researchers concluded that introducing multimedia technology into education had a considerable positive influence on raising student learning satisfaction and improving critical reading skills The post-test scores in the group that utilized multimedia technology are noticeably higher when the two groups are compared.
Co-Authors Adhy Kurnia Triatmaja Ani Susanti Annury , Muhammad Nafi Arief Kurniawan Astari, Melya Putri Aydawati, Emilia Ayudia Fauziah Azlinda Zainal Abidin Azwar Abbas Budi Santosa Budi Santosa Budiastuti, Pramudita Catur Kepirianto Edhy Susatya, Edhy Fauzia Fitri Nur Mahmudah Fridolini, Fridolini Hermanto Hermanto Hermanto Iin Inawati Johny Marsius listiani, Eva Maharani, Kharien Puspa Mufida Yasin, Amalia Muhammad Nafi Annury, Muhammad Muhammad Nafi Annury, Muhammad Nafi Nanda Pambudi Noor Azlinda Zainal Abidin Pang S Asngari Prabowo Tjitropranoto Prima, Rendra Ananta Purnawan Purnawan Putriyani, Della Widya Raihani, Shaheila SITI MARIAM Soedijanto Padmowihardjo Sulfikar Sallu Sumardjo Tjahjono Mohamad Amin Tri Kuat, Tri Yayang Ariawan Zainal Abidin , Noor Azlinda