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All Journal Journal Of English Language and Education Script Journal: Journal of Linguistic and English Teaching ELP (Journal of English Language Pedagogy)
Muhammad Fathur Rahman Khalik
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Education Languange, Linguistic, Communication & Media

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Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes Muhammad Fathur Rahman Khalik; Nur Hidayanto Pancoro Setyo Putro
Script Journal: Journal of Linguistics and English Teaching Vol. 6 No. 1 (2021): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (430.538 KB) | DOI: 10.24903/sj.v6i1.502

Abstract

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.
REDUCING ENGLISH SPEAKING ANXIETY IN CLASSROOM PRESENTATIONS: THE ROLE OF CHATBOT-ASSISTED PREPARATION Muhammad Fathur Rahman Khalik
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1067

Abstract

        Speaking anxiety is a common issue among students in an English learning context, particularly when engaging in oral presentations. This study investigates whether chatbot-assisted preparation can reduce speaking anxiety among non-English major students. Employing pre-test post-test control group design, 40 participants were randomly distributed to either an experimental group (preparation with chatbot assistance) or a control group (preparation without chatbot assistance). A modified, Indonesian-translated version of the Foreign Language Classroom Anxiety Scale (FLCAS) was used to measure anxiety levels. Independent pre-test comparisons showed no significant difference between groups (p = 0.635), indicating baseline equivalence. Paired-sample t-test results revealed a significant decrease in anxiety within the experimental group (p < 0.001), while the control group showed no significant change (p = 0.558). Finally, independent post-test comparisons indicated a significantly lower anxiety level in the experimental group compared to the control group (p = 0.002). These findings suggest that chatbots can be a valuable tool for reducing speaking anxiety and enhancing oral performance in foreign language education.
SENIOR HIGH SCHOOL STUDENTS’ PERCEPTION OF MOBILE LEARNING PEDAGOGICAL FEATURES USED FOR ENGLISH SUBJECT Rahman Khalik, Muhammad Fathur; Astuti, Sri
(JELE) Journal Of English Language and Education Vol 10 No 1 (2024)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v10i1.4606

Abstract

This study aimed to investigate senior high school students’ perceptions toward the dimensions of m- learning pedagogical features for English subject, and the differences of the students’ perceptions toward the dimensions based on their gender. This study was a descriptive survey study involving 324 senior high school students from eight senior high schools in Kabupaten Soppeng, Sulawesi Selatan. The participants were selected using snowball sampling in which the samples were chosen with the help of each school principal who forwarded the link of the online survey to every student in their schools. The data were collected using a valid and reliable questionnaire which was adapted from iPAC scales. The data analysis involved in this study was confirmatory factor analysis (CFA), descriptive statistics and multivariate analysis of variance (MANOVA). The results of the CFA revealed that m-learning pedagogical features for English subject in senior high school was reflected by three dimensions namely, personalization, authenticity, and collaboration. Moreover, based on the descriptive statistics, senior high school students in Kabupaten Soppeng, Sulawesi Selatan, showed positive perception toward the use of m-learning pedagogical features for English subject. Further, MANOVA shows that there was no significant difference of the students’ perceptions toward the dimensions of m-learning pedagogical features for English subject based on gender (p = .218).
Co-Authors Nur Hidayanto Pancoro Setyo Putro Sri Astuti