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All Journal Al Ishlah Jurnal Pendidikan J-REaLL English Journal Journal of English Development
Aryawira Pratama
UIN Sulthan Thaha Saifuddin Jambi
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ difficulties on writing undergraduate thesis at Islamic university Fanesa Maura Aprillia; Edi Rozal; Aryawira Pratama
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): 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.v4i2.19577

Abstract

Until now, there are still students who do not graduate on time. This study aims to determine the difficulties of students in writing undergraduate thesis in the English Tadris Study Program, UIN Sulthan Thaha Saifuddin Jambi. Researcher used case study designs and 31 questions interviews as research instruments. This research was conducted at the English Education Study Program, UIN Sulthan Thaha Saifuddin Jambi. The subjects in this study were 5 female and 5 male who were selected using a purposive sampling technique based on several criteria. In this study, the researcher found that there were some difficulties for students in writing their thesis. These difficulties include: difficulties regarding basic knowledge of thesis; Psychological; Economic; Socio-Cultural; The consultation process with the advisor; and Technological. Besides that, researchers also found other results, which are students' difficulties in lacking basic English knowledge and skills, academic requirements files, study programs and faculty academic services.
PRE-SERVICE TEACHERS’ PERCEPTION ON IMPLEMENTING TECHNOLOGIES IN TEACHING AND LEARNING ENGLISH AT ISLAMIC SCHOOL: English aryawira pratama
Journal of English Development Vol. 3 No. 02 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The world has been completely transformed by technology, and this includes the educational system. Therefore, the goal of this research is to identify the difficulties encountered by pre-service teacher when integrating technology into language teaching and learning English at Islamic school. This research is mainly used a quantitative approach. Ninty pre-service teacher from sixth semester at one of Islamic University in Jambi city were selected as the participants in this research. Questionnaires were used to collect the data, which was then evaluated using a mix method of quantitative and qualitative techniques. The outcome demonstrated the value of using technology in the classroom especially in Islamic school were very useful and helpful. Additionally, more resources and amenities made available by schools are increasingly assisting students in developing their technological proficiency. Although the school has the necessary infrastructure, there have been some issues with integrating technology into the English language learning classes. Additional findings from this research provide policymakers with important information about how to integrate ICT for teaching and learning in the classroom
STUDENTS’ PERCEPTION ON BLENDED LEARNING IN ENGLISH CLASS AT POST COVID CONDITION aryawira Pratama
ENGLISH Vol 17 No 2 (2023)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v17i2.14688

Abstract

This research aims to explore the perception of English students at an Islamic University in Jambi regarding the use of Blended Learning in the post-Covid condition. Blended Learning, which combines traditional face-to-face instruction with online learning, has been shown in previous research to have a significant impact on learning, particularly during the Covid-19 pandemic. To assess the participants' perception of Blended Learning, a survey method was employed, utilizing a questionnaire as a tool to gather data. The questionnaire focused on three dimensions: Blended Learning benefits, Blended Learning challenges, and the assessment of course quality based on Blended Learning. The findings of this research indicate that the participants provided an average assessment of the benefits associated with Blended Learning, a high assessment of the challenges faced when implementing this approach, and an average assessment of the course quality based on Blended Learning. These results shed light on the English students' perceptions of Blended Learning in the context of post-Covid education.
Gamifying English Language Learning in Non-Language Majors: A Case Study of Kahoot! In Higher Education Aryawira Pratama; Hadiyanto Hadiyanto; Eddy Haryanto; Bunga Ayu Wulandari; Fauzan Sulman; Desti Anggraini; Retno Wulan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.9026

Abstract

In higher education, English language learning for non-language majors often suffers from low motivation and engagement, particularly among students with analytical academic backgrounds such as Mathematics Education. Gamification has emerged as a promising approach to enhance joyful learning experiences in such contexts. This qualitative case study explores the impact of gamification, using the Kahoot! platform, on the English learning experience of Mathematics Education students at an Indonesian university. Four students were purposively selected from two classes—two high performers and two low performers—to reflect diverse learning experiences. Data were collected through semi-structured interviews and analyzed using iterative coding and thematic interpretation. Findings reveal that game elements such as points, leaderboards, time limits, and answer streaks significantly increased student motivation and active participation. Students reported enhanced cognitive focus, reduced anxiety, and positive emotional responses, including enjoyment and increased confidence. The anonymity feature in Kahoot! contributed to a psychologically safe classroom environment, encouraging risk-taking and collaboration. Additionally, repetitive quiz formats and immediate feedback supported vocabulary acquisition, grammar understanding, and long-term retention. The study concludes that gamification, when applied thoughtfully, can transform English language learning into a more joyful, inclusive, and cognitively enriching experience for students in non-language disciplines. It fosters emotional comfort, strengthens engagement, and improves learning outcomes.      
Co-Authors Bunga Ayu Wulandari Desti Anggraini Eddy Haryanto Edi Rozal Fanesa Maura Aprillia Fauzan Sulman Hadiyanto Hadiyanto Retno Wulan