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All Journal Language Circle : Journal of Language and Literature The Indonesian Accounting Review JPM17: Jurnal Pengabdian Masyarakat EXPOSURE JOURNAL MABIS: Manajemen dan Bisnis Education and Human Development Journal Community Development Journal Child Education Journal Community Development Journal: Jurnal Pengabdian Masyarakat Belantika Pendidikan Indonesia Berdaya Nusantara: Jurnal Pendidikan Indonesia Wasana Nyata Journal International Inspire Education Technology (JIIET) Edukasia: Jurnal Pendidikan dan Pembelajaran English Language Teaching Methodology (ELTM) Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business BARAKATI: Journal of Community Service SWAGATI: Journal of Community Service
Djuwari Djuwari
Universitas Nahdlatul Ulama Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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The Effectiveness of Using Augmented Reality to Improve Young Learners’ English Vocabulary Mastery Rahmadani, Nabila Putri; Saputri, Tiyas; Basuki, Edi Pujo; Djuwari, Djuwari
Jurnal Pendidikan Anak Vol 6 No 2 (2024): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i2.6105

Abstract

This research was conducted to examine the effectiveness of using Augmented Reality to improve young learners’ English vocabulary mastery and to find out the students’ perceptions after using Augmented Reality as a learning medium at one of elementary schools in Surabaya. This quantitative research used experimental design involving experimental and control groups. The data collected using pre-test, post-test and questionnaire. The results of the students' pre-test and post-test were analyzed using the independent sample t-test, and the results of the questionnaire data were collected from the students by questionnaire sheet. The result indicated that Augmented Reality effectively improved young learners' English vocabulary mastery with the mean scores in the experimental group increased notably from 37,6133 in the pre-test to 75,4000 in the post-test. According to the data of questionnaire, the students mostly agreed that their scores were improved because Augmented Reality offered interesting and enjoyable learning experience. This was an indication that using Augmented Reality not only significantly boosts vocabulary scores but also positively impacts students' perceptions of the learning process.
Exploring Learner Autonomy through Technology-Integrated Strategies in EFL Classrooms: A Systematic Review Putra, M.R.; Authar, N.; Saputri, T.; Djuwari, Djuwari; Zaniar, S.
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7923

Abstract

This study aims to systematically review various technology-integrated strategies used to support learner autonomy in English as a Foreign Language (EFL) classrooms. Using a qualitative systematic review approach, 15 articles published between 2013 and 2025 were analyzed to identify the types of technology, learning strategies, and dimensions of autonomy promoted. The findings show that technologies such as mobile applications, learning management systems (LMS), and artificial intelligence can foster cognitive, metacognitive, behavioral, and affective dimensions of learner autonomy. These results emphasize the importance of intentional pedagogical design and the teacher’s role in facilitating technology integration to create autonomous learning environments. The implications of this review highlight the need for teacher training, policy support, and the development of adaptive learning strategies suited to learners’ needs and contexts. Furthermore, the review reveals that effective integration of technology requires alignment between instructional goals, digital tools, and learner characteristics. Teachers play a crucial role in scaffolding students’ ability to plan, monitor, and evaluate their own learning processes. In addition, interactive platforms and personalized feedback mechanisms provided by digital tools enhance learners’ motivation and engagement. However, challenges such as unequal access to technology, limited digital literacy, and insufficient institutional support may hinder implementation. Therefore, stakeholders should prioritize inclusive policies and continuous professional development to maximize the benefits of technology-enhanced learning. Future research is recommended to explore longitudinal impacts and diverse educational contexts to further validate these findings and inform best practices in promoting learner autonomy across different proficiency levels and sociocultural backgrounds of EFL learners worldwide
Understanding The Challenges Faced By Junior High School Students In Learning English Vocabulary From Listening Skill N.Z Uyun; N. Authar; T. Saputri; Djuwari Djuwari; S. Zaniar
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.9148

Abstract

Listening skill is one of the most essential components in foreign language acquisition, particularly in supporting English vocabulary development among junior high school students. Through listening activities, students are expected to recognize pronunciation, understand word meaning, and connect spoken language with appropriate contexts. However, many students still experience difficulties in acquiring vocabulary through listening because spoken English often sounds different from its written form. This research aims to identify the main challenges faced by eighth-grade students in learning English vocabulary through listening skill. This study employed a qualitative case study design conducted at a junior high school in Surabaya. The data were collected through classroom observation, semi-structured interviews, and documentation. The participants involved eighth-grade students who had experienced listening-based vocabulary learning activities in English lessons. The data were analyzed descriptively by reducing, presenting, and interpreting the information obtained from the field. The findings show that students faced several challenges, including difficulty recognizing word pronunciation, inability to follow fast speech rates, limited vocabulary mastery, lack of contextual clues in audio materials, and low confidence during listening activities. Students also tended to depend on written texts and teacher explanations rather than using independent listening strategies. These problems affected their ability to understand new vocabulary from spoken input. The study suggests that teachers should apply more contextual and interactive listening activities, provide repeated exposure to audio materials, and use audio-visual technology to support students’ vocabulary learning. These strategies are expected to help students improve their listening comprehension and vocabulary acquisition more effectively.
Co-Authors Afandi, Mujad Didien Afib Rulyansyah Agista Putri Setianingsih Ahmadah, Nur Hubba Aluisius Hery Pratono Amri Rasyid, Reizano Andini Hardiningrum Andini Hardiningrum Andini Hardiningrum, Andini Hardiningrum Aquariza, Novi Rahmania Authar, N. Authar, Nailul Ayu Chrestina, Devi Bambang Budiarto, Bambang Basuki, Edi Pujo BERDA ASMARA Berda Asmara Berda Asmara , Berda Asmara Budiana, Kartika M. Destita Shari Destita Shari Dewi Murdiawati Didien Afandi, Mujad Djumadi, Firman Rosjadi Esti Raihana Faela Nur Oktaviani Fifi Khoirul Fitriyah Gunasti Hudiwinarsih Hariadi, Sugeng Idfi Setyaningrum, Idfi Izahrotin Kurnia Devi Jauharotur Rihlah Jauharotur Rihlah Kartika Marta M Adrian Amien Anshari Maisarah Maisarah, Maisarah Marthlin Novten van Harling Marthlin Novten van Harling Meilina, Herlina Mintarti Ariani Muhammad Syaikhon Mujad Didien Afandi Mujad Didien Afandi N. Authar N.Z Uyun Nailul Authar Nanang Rokhman Saleh Nur Suci IMM Pila, Rowena A. Pramudita, Niken Ayu Putra, M.R. Putri Rahmadani, Nabila Putri, Ni Made Ardita Arya Putri, Tarisa Adelia Rahmadani, Nabila Putri Rahmanita, Meiga Rajamin, Irza Meingindra Putri Rizqi Febrian Pramudita Rofiatun Solekha S. Zaniar Saputri, T. Sasongko Budisusetyo Savira Zaniar Silvi Nur Hidayati Sunanto Sunanto Sundari, Made Siti Supriyati . Suroyo Suroyo Susanto, Fajar Annas Susetyo, Sasongko Budi Syaikhon, Mochammad T. Saputri Tatik Suryani Tiyas Saputri Ulayra Nurul Hazizah, Ulayra Nurul Hazizah Zaniar, S. Ziyada Wulan Wulidha