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All Journal EXPOSURE JOURNAL ETERNAL(english, teaching, learning, and Research Journal) Wiralodra English Journal (WEJ) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JEES: Journal of English Educational Study Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Journal of English Teaching and Applied Linguistics (JETAL) FOSTER: Journal of English Language Teaching Journal of English Language Teaching and Cultural Studies EBONY Journal of Nusantara Education JELT (Jambi-English Language Teaching) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Muhammad Subhan Fikri
Department Of English Language Education, Faculty Of Teaching And Education, Universitas Palangka Raya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing teachers' competencies in information technology through infographics training as an alternative learning media Maida Norahmi; Maria Arina Luardini; Ristati Ristati; Rezqan Noor Farid; Muhammad Subhan Fikri; Novika Amalia; Sovia Rahmaniah; Dellis Pratika; Siti Munawarah; Windi Fitriyani
Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Vol. 9 No. 4 (2024): November 2024
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/abdimas.v9i4.14394

Abstract

Many teachers struggle to utilize technology to create interactive, creative, and innovative learning media. They often face challenges in selecting and using the wide variety of available learning tools, which leads them to rely on traditional methods such as textbooks. Additionally, the lack of skills in using technology-based media, such as infographics, hinders their ability to enhance the quality of teaching in line with the demands of the digital era. This study aims to describe the implementation of infographic training as an alternative learning media at SMPN Satap 2 Palangka Raya. The training was designed to enhance teachers' competencies in utilizing information technology, especially within the limitations of available resources. Using the Assets-Based Community Development (ABCD) approach, the training leveraged existing facilities such as school laptops, smartphones, and premium Canva accounts. The training activities included an introduction to infographic design, hands-on practice with Canva, intensive mentoring, and an exhibition of participants' works. The results indicate that the training was conducted as planned with active teacher participation, despite technical challenges such as limited internet connectivity. This training also highlighted the importance of sustained support, such as providing adequate technological infrastructure by schools and local governments, to improve the effectiveness of similar programs in the future.
Peer Feedback and Speaking Anxiety in Indonesian EFL Classrooms: Students’ Narrative Perspective Simare Mare, Nadia; Claudio, Grand Stefan; Sinaga, Ayonia Jelita Boru; Fikri, Muhammad Subhan; Retsi, Olga Dona
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.325

Abstract

Speaking anxiety is still a big problem for EFL learners, especially when they have to speak in front of the class. The purpose of this study is to investigate how Indonesian EFL students view peer feedback and how it can help them feel less nervous when speaking. Four third-year students from Universitas Palangka Raya's English Education Study Program were purposefully chosen to participate in a qualitative narrative inquiry design. Semi-structured interviews were used to gather data, and Braun and Clarke's thematic analysis was used for analysis. The results show that students' lack of confidence, fear of making mistakes, and negative evaluation are the main causes of speaking anxiety. Peer feedback, on the other hand, makes a positive contribution by assisting students in recognizing their shortcomings, raising awareness of their speaking performance, and progressively lowering anxiety. In contrast to teacher feedback, which is valued for its precision and detail, students view peer feedback as encouraging, less frightening, and emotionally reassuring. According to the study's findings, integrating teacher and peer feedback results in a well-rounded setting that promotes both linguistic growth and emotional health. This study provides valuable insights into classroom speaking practices despite its small sample size and reliance on interview data. It also suggests that structured peer feedback can be a useful tactic for managing speaking anxiety.
THE INFLUENCE OF LISTENING TO ENGLISH SONGS ON UNIVERSITY STUDENTS’ LANGUAGE SKILLS: A MIXED-METHODS STUDY OF ENGLISH EDUCATION STUDENTS IN PALANGKA RAYA Silitonga, Julianthi Zefana; Sujiyani, Erma; Fikri, Muhammad Subhan; Meka, Lesly Martha Cecylia
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2169

Abstract

English songs are widely used as informal learning resources and may influence students’ language development through both linguistic exposure and affective engagement. This study aims to investigate students’ perceptions of the influence of listening to English songs on their language skills in the English Education Study Program at the University of Palangka Raya. The study employed an explanatory sequential mixed-methods design. Quantitative data were collected through a questionnaire administered to seventh-semester students from the 2022 cohort(N=50). The instrument was tested for validity and reliability using Cronbach's alpha before being analyzed through descriptive statistics. Based on the quantitative results, ten students (N=10) were purposively selected for semi-structured interviews to gain deeper insights. Interview data were analyzed using thematic analysis. Quantitative findings reveal that 94% of students had positive perceptions, while 6% reported negative views regarding the use of English songs in language learning. Qualitative results revealed that listening to English songs supported vocabulary development, listening comprehension, pronunciation, speaking confidence, and overall language improvement. However, some students viewed songs primarily as entertainment and reported challenges, including distractions, exposure to informal language, and mismatches with their learning preferences. Overall, the study indicates that English songs can serve as a beneficial supplementary medium for language learning, depending on learners’ preferences and the extent of instructional integration.
ENHANCING ENGLISH LANGUAGE PROFICIENCY THROUGH MULTIMODAL LEARNING APPROACH: A SYSTEMATIC LITERATURE REVIEW Claudio, Grand Stef Yan; Mare, Nadia Simare; Fikri, Muhammad Subhan; Saman, Tampung N.
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.469

Abstract

This study explores the application of multimodal approaches in English language learning and their effectiveness in improving English language skills. This systematic review analyzes 10 research articles published between 2021 and 2025 using the SALSA (Search, Appraisal, Synthesis, Analysis) method. A comprehensive search was conducted through electronic databases, including Google Scholar and ResearchGate, using specific keywords and predefined inclusion and exclusion criteria. The findings show that a multimodal approach positively contributes to language learning. These findings are categorized into 7 aspects of improvement, such as vocabulary, speaking, listening, reading comprehension and literacy, increasing student motivation and participation, supporting the integration of digital tools, and creating comprehensive multimodal strategies in the learning process. Overall, this systematic literature review concludes that multimodal learning approaches make a positive contribution that provides an effective, adaptive, and learner-centered strategy that enhances English language proficiency. However, most existing studies focus on short-term outcomes. Therefore, future research should examine long-term impacts, sustainability, diverse educational contexts, and the comparative effectiveness of specific multimodal strategies to provide deeper insight. 
Co-Authors Akhmad Fauzan Arga Syafutra Bahing Carolina, Reyssa Aurora Claudio, Grand Stef Yan Claudio, Grand Stefan Dellis Pratika Erma Sujiyani, Erma Inggrita Vadeltine Panyat, Maria Jean Seraf Yaspis Lesly Martha Cecylia Meka Lestari, Tiarannisa Putri Lestari, Tiarannisa Putri Maida Norahmi Mare, Nadia Simare Maria Arina Luardini Matondang, Leni Romarta Meka, Lesly Martha Cecylia Naibaho, Debora Natalia Nastiti, Diana Febri Wuri Novika Amalia Olga Dona Retsi Olga Dona Retsi Retsi, Olga Dona Rezqan Noor Farid Rezqan Noor Farid Richard Ferry Nugraha Richard Ferry Nugraha Ristati Ristati Ristati Saman, Tampung N. Silitonga, Julianthi Zefana Silitonga, Julianthi Zefana Simare Mare, Nadia Sinaga, Ayonia Jelita Boru Siti Munawarah Sovia Rahmaniah Stepanus Saputra Ferry Lui Sujiyani, Erma Sulamit Syeba Widyastuti Purbani Windi Fitriyani Yulitriana Yulitriana