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All Journal Indonesian Journal of Applied Linguistics (IJAL) ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JALL (Journal of Applied Linguistics and Literacy) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Frasa: English Education and Literature Journal
Muhammad Handi Gunawan
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Investigating Google Sites in the intensive and extensive listening classroom in EFL context: Implementation and students Ruswandi, Syilva Adisty; Purnawarman, Pupung; Gunawan, Muhammad Handi
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8487

Abstract

Numerous scholarly investigations have been conducted on students' perceptions of implementing Google Sites in various learning environments, including English as a foreign language (EFL) context. However, some existing research lacks specific exploration of the use of Google Sites in both intensive and extensive listening classrooms in tertiary education. This study aims to investigate the implementation of Google Sites in that specific listening classroom. This case study involved twenty-two first-year students in English language education at one of the public universities in Bandung, Indonesia. Data were collected through classroom observation, students' reflection, and semi-structured interviews, and they were analyzed thematically using NVivo as a helping tool. Results indicate that, according to the implementation and the ease of using Google Sites in their listening classroom, students generally hold positive attitudes towards Google Sites, finding it beneficial to improve their listening skills along with their creativity. Conversely, some students experience challenges that evolve around poor internet connectivity, accessibility, and adjustability of the website. This study promotes Google Sites as an alternative learning tool to assist both teachers and students in meeting their learning objectives in a fun and creative way.
MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS Fitri, Sherly Annisa; Gunawan, Muhammad Handi; Nurlaelawati, Iyen
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.9706

Abstract

Listening comprehension is a crucial component of language learning, with extensive listening (EL) recognized as an effective strategy for language learners. However, the majority of listening resources in classrooms are often limited to audio-only formats, presenting challenges for students. This study explores the potential of multimodality, defined as the combined utilization of various communication modalities, in enhancing the EL experience. Despite the increasing research on multimodality in language education, a notable gap exists in understanding how students perceive the combined use of multiple modes, especially in EL classes. This research employed a case study design involving EFL students in a public university in Indonesia. The study utilized course reflections which served as open-ended questionnaires, and semi-structured interviews to gather insights into students’ perceptions and challenges related to multimodal materials in EL instruction. The findings reveal that students generally find multimodality beneficial in understanding the context of EL materials. However, challenges arise when there are too many modes, leading to distractions and reduced effectiveness. This research contributes to addressing the research gap and emphasizes the importance of examining students’ perceptions and challenges in the context of EL classrooms employing multimodality.
EXPLORING GLOBAL ENGLISHES IN INDONESIAN EFL CLASSROOMS: A CASE STUDY OF EXTENSIVE LISTENING Maharani, Nabilla; Siti Rodliyah, Rojab; Handi Gunawan, Muhammad
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11834

Abstract

This study explores how Global Englishes (GE)-informed materials can be used for teaching extensive listening, focusing on students’ perceptions before and after learning the concept, as well as the benefits and challenges they experienced. The study was conducted with 24 third-year university students in Bandung, Indonesia. In this study, data were collected through course reflective journals, semi-structured interviews, and classroom observations and were thematically analysed. The findings revealed that most students were initially not familiar with Global Englishes. However, after learning the concept, they gained a better understanding and awareness of the diversity of English. They also became more confident speaking English with their own accents. A significant challenge, however, was understanding accents they had not been exposed to before. In essence, the findings may elucidate how GE-informed materials can boost students’ confidence and expand their understanding of effective communication in English, as well as provide suggestions for incorporating GELT into classrooms.
THE UTILIZATION OF YOUTUBE FOR EXTENSIVE LISTENING: VOICES FROM THE LECTURERS AND STUDENTS Farhan Sila, Sava; Handi Gunawan, Muhammad
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5040

Abstract

The English language continues to be the most used language in the world. Learning it involves four crucial skills, with listening being one of the most vital. In the past, listening was commonly taught with conventional media such as CDs or audio cassettes. While valuable, these materials lacked interactivity, diversity, and adaptability to students’ needs. With the rise of online platforms, YouTube has emerged as a widely accessible and engaging medium for enhancing listening skills through extensive listening (EL) practices. Despite its growing use, existing studies mostly explored students’ perceptions, with few including lecturer perspectives. Therefore, this study aims to explore the views of students and a lecturer regarding the use of YouTube in EL to gain a deeper understanding of its implementation. A qualitative design with a case study approach was employed at a public university in Bandung, Indonesia. Participants included twenty-eight final-semester English Education students and a listening course lecturer. An open-ended questionnaire was used to obtain data on participants’ experiences using YouTube in EL. The data were analysed using NVivo, which helped organize and find recurring themes related to their perceptions. The results showed that both students and the lecturer had positive views of YouTube in EL. Participants praised its accessibility, content diversity, flexibility, and features that supported their learning needs. However, students also faced challenges such as internet issues, advertisements, and difficulty understanding unfamiliar accents. Despite this, they devised strategies to overcome these obstacles. The lecturer meanwhile, reported having minimal difficulty in recommending YouTube content for EL practice. These findings offer insights into YouTube’s role as a tool in extensive listening.
Bahasa Inggris Kennisa Tazkiya Hidayah; Muhammad Handi Gunawan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 2 (2025): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v7i2.163

Abstract

Listening comprehension is a fundamental skill in learning a foreign language, as it facilitates meaningful interaction and language acquisition. Despite its importance, many learners of English as a foreign language (EFL) struggle with understanding spoken English due to various linguistic, technical, and motivational challenges. While previous studies have highlighted some of these difficulties, few have explored how students themselves identify and address them within formal listening instruction contexts. To fill this gap, this study aims to investigate the types of listening difficulties encountered by university-level English education students and the strategies they employ to overcome them. Using a qualitative case study approach, data were collected from reflection questionnaires and semi-structured interviews, with 15 final-year students who had completed listening courses as the participants. Thematic analysis revealed three major categories of challenges: comprehension difficulties such as unfamiliar vocabulary and fast speech, technical barriers such as unstable internet connections and unclear audio, and motivational issues including boredom and anxiety. In response, students adopted strategies such as repeated listening, the use of subtitles or transcripts, and the selection of content based on personal interest. These findings suggest the need for curriculum designers and educators to integrate more learner-centered and strategy-focused approaches in teaching listening. Diversify listening materials, integrate strategy training, and create low-anxiety environments to support learners may significantly enhance learners' listening comprehension.
INVESTIGATING THE USE OF MULTIMODAL RESOURCES IN LISTENING SKILLS AT JUNIOR HIGH SCHOOL Atikah, Ade Lia; Gunawan, Muhammad Handi
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 2 (2025): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v7i2.174

Abstract

This study examines junior high school students’ perceptions of the use of multimodal resources in their listening learning experiences, specifically focusing on the integration of video, images, and text. Although, research on multimodal listening is growing, studies focusing on junior high school students’ perceptions of listening activities are limited. This study employs a qualitative case study design involving open-ended questionnaires in the form of students’ reflections, semi-structured interviews, and classroom observations to gather insight into junior high school students’ perceptions and challenges related to multimodal materials in listening instruction. The findings revealed that students had positive views on the use of multimodal resources and the integration of several elements, such as audio, images, and text, can improve their comprehension and engagement in class. On the other hand, challenges such as fast speech speed, unfamiliar vocabulary, and external distractions can hinder their listening comprehension process. To improve teaching, educators should effectively integrate multimodal resources, considering speech speed and the learning environment. In addition, considering students’ perceptions and challenges can help to incorporate multimodal resources more effectively in junior high school environments.
CRITICAL LISTENING IN HIGHER EDUCATION: INSIGHTS FROM INDONESIAN EFL LEARNERS Gunawan, Aninda Putri; Gustine, Gin Gin; Gunawan, Muhammad Handi
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8236

Abstract

This research aims to examine the practice of critical listening in higher education. This investigation involves fourth-semester students in the English Education Department of an Indonesian public state institution. This research utilized a qualitative case study. This study's data were collected using a triangulation method incorporating classroom observation, questionnaires, and semi-structured interviews. In this research, the data were analyzed thematically. According to the data analysis, students benefited from implementing critical listening in the classroom because the critical listening practice focused on essential listening competencies, helped them develop critical thinking, and promoted critical listening in the classroom. Students believed that critical listening aids in developing their language skills and allows them to exercise critical thinking skills that have yet to be covered in class. The findings of this study can provide educators with a starting point for implementing critical listening with EFL students. In other words, the findings may cast light on implementing critical listening, including the general benefits and challenges students encounter. 
ENHANCING EFL LEARNING THROUGH PODCAST AUDIO-ASSISTED LISTENING Gunawan, Muhammad Handi; Damayanti, Hemalia; Hanifa, Eisha Sabila Dieni; Gunawan, Aninda Putri; Suherdi, Didi
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8782

Abstract

This study investigates students’ experience in using podcasts to support their learning in the classroom. This research involves 18 private senior high school students in West Java province. There are three instruments used in this study. Classroom observations from recorded videos are used to capture the listening activities conducted in the classroom and students’ responses. Students' opinions on the usage of podcasts are collected through a questionnaire that includes closed-ended questions with dichotomous (Yes/No) questions and elaborated answers on the choices. The interview session exposes the students' reactions to the podcast application, which aids students' listening skills. The study results show that students can use podcasts to scaffold their language-learning listening experiences. Furthermore, students find that listening to podcasts helps them focus and explore various intriguing topics.Keyword: Podcast; listening comprehension; listening skill. 
INVESTIGATING EFL LECTURERS’ ATTITUDES TOWARDS YOUTUBE AS A TOOL FOR EXTENSIVE LISTENING Alvina Salsabiela; Sri Setyarini; Muhammad Handi Gunawan
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10275

Abstract

Abstract: In Indonesia, teaching English, especially listening, is barely knowledgeable to be taught in teaching-learning activities. Furthermore, some obstacles come along with teachers’ competencies on how to conduct listening skills in teaching-learning activities to support the obstacles solved. YouTube is a knowledgeable tool and one of the motivating and collaborative learning resources that can promote extensive listening activities. Lecturers can utilize it since extensive listening provides an engaging listening practice in line with the usage of YouTube. The article aims to investigate the EFL lecturers' attitudes towards using YouTube as a tool for extensive listening. Open-ended questionnaires and semi-structured interviews collect the leading information to grasp the lecturers' experience during the course implementation. Two of three lecturers were selected to be interviewed for further information from the answers to the open-ended questionnaire. The study employs thematic analysis with supporting Nvivo 12 to organize the data. The findings revealed that lecturers have positive opinions about using YouTube as a tool for extensive listening. The lecturers admitted that implementing YouTube as extensive listening promotes the enjoyment and exposure input by students for lecturers, amounts of learning materials used, accessibility of learning materials is effortless, and high motivation about teaching listening.Keywords: YouTube; extensive listening; lecturers; attitude 
EXPLORING STUDENTS’ PERCEPTIONS OF INTENSIVE LISTENING IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION Aliya Hana Latifa; Deddy Suryana; Ari Arifin Danuwijaya; Muhammad Handi Gunawan
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11336

Abstract

Abstract: Intensive listening has gained significant attention in enhancing listening skills among students. While its benefits have been well documented in primary and secondary education, there is a notable gap in research regarding its implementation among university students. This study aims to address the gap by investigating the implementation of intensive listening at a higher education level, particularly exploring the students’ perceptions towards its implementation. By using a qualitative case study design, this study involved first-year students from English language education at one public university in Bandung, Indonesia. Data were collected using open-ended questionnaires, interviews, and classroom observation and analyzed thematically using NVivo software. Findings revealed that the students reported their positive perceptions regarding the implementation of intensive listening in the classroom which enhanced their listening skills, vocabulary, and pronunciation. Nevertheless, they encountered challenges with unfamiliar vocabulary, accent, and rate of speech. Several strategies to cope with the challenges were implemented, and it suggests the critical role of the lecturer in supporting the success of the implementation of intensive listening in the classroom.Keywords: Intensive listening; listening comprehension; listening strategies; university students. 
Co-Authors Aliya Hana Latifa Alvina Salsabiela Aninda Putri Gunawan Anni Kristanti Yunandami Ari Arifin Danuwijaya Atikah, Ade Lia Damayanti, Hemalia Deddy Suryana Didi Suherdi Dzul Rachman, Dzul Eisha Sabila Dieni Hanifa Erma Rahmawati Farhan Sila, Sava Fazri Nur Yusuf Fitri, Sherly Annisa Gunawan, Aninda Putri Gustine, Gin Gin Hanifa, Eisha Sabila Dieni I Putu Indra Kusuma Indra Cipta Putra Mandiri Indra Cipta Putra Mandiri Iyen Nurlaelawati Kennisa Tazkiya Hidayah Maharani, Nabilla Martina Mulyani Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Purnawarman, Pupung Rojab Siti Rodliyah Ruswandi, Syilva Adisty Siti Kayla Almira Minerva Sri Setyarini Sudarsono, Sudarsono M. I. Suharno Suharno Suherdi, Didi Suminar, Ririn Yunitasari, Devi