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All Journal EXPOSURE JOURNAL ETERNAL(english, teaching, learning, and Research Journal) Jurnal SOLMA Wiralodra English Journal (WEJ) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Voices of English Language Education Society 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 JELL (Journal of English Language Learning JELT (Jambi-English Language Teaching) Interling : International Journal of English Language Teaching, Literature and Linguistics EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics English Education: English Journal for Teaching and Learning
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.
Optimalisasi Literasi Digital Guru dalam Penulisan Artikel Promosi Potensi Daerah Berbasis SEO Richard Ferry Nugraha; Bahing; Ristati; Muhammad Subhan Fikri; Emeral; Novika Amalia; Dellis Pratika; Cendikia Flory Aristia; Tutik Haryani; Sovia Rahmaniah; Basir Hidayatullah; Rafi
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22772

Abstract

Background: Program pengabdian kepada masyarakat ini dilaksanakan untuk mengoptimalkan literasi digital guru melalui pengenalan konsep dan praktik Search Engine Optimization (SEO) dalam penulisan artikel promosi potensi daerah di Kalimantan Tengah. Kegiatan ini dilatarbelakangi oleh kebutuhan untuk memperkuat peran guru tidak hanya sebagai fasilitator pembelajaran di kelas, tetapi juga sebagai agen literasi digital yang mampu berkontribusi pada pembangunan daerah melalui karya tulis kreatif berbasis teknologi. Metode: Program dirancang dalam bentuk workshop yang terdiri atas pemaparan materi, diskusi, serta praktik langsung menulis artikel berbasis SEO dalam bahasa Inggris. Sebanyak 17 guru berpartisipasi aktif dalam kegiatan ini dan memberikan umpan balik melalui kuesioner. Hasil: Temuan menunjukkan bahwa mayoritas peserta menunjukkan persepsi positif terhadap aspek penyampaian materi (100%), kepuasan terhadap workshop (82%), alokasi waktu (94%), motivasi (94%) dan kepercayaan diri (100%). Selain itu, artikel peserta yang dipublikasi memiliki visibilitas yang cukup baik dengan 226 impresi dan pembaca dari mancanegara. Kesimpulan: Secara keseluruhan, program ini berhasil meningkatkan pemahaman dan keterampilan guru dalam penulisan artikel berbasis SEO sekaligus menumbuhkan motivasi mereka sebagai agen literasi digital. Di masa mendatang, kegiatan serupa perlu menyediakan waktu lebih panjang dan pendampingan berkelanjutan agar dampaknya lebih optimal.
THE INFLUENCE OF LISTENING TO ENGLISH SONGS ON UNIVERSITY STUDENTS’ LANGUAGE SKILLS: A MIXED-METHODS STUDY OF ENGLISH EDUCATION STUDENTS IN PALANGKA RAYA Julianthi Zefana Silitonga; Erma Sujiyani; Muhammad Subhan Fikri; Lesly Martha Cecylia Meka
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
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 Grand Stef Yan Claudio; Nadia Simare Mare; Muhammad Subhan Fikri; Tampung N. Saman
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. 
Teaching Strategy in English Speaking Class Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16046

Abstract

This study aimed to explore the lecturer’s teaching strategies in the speaking class at Universitas Palangka Raya. This study used a qualitative research design. The participant in this study was one of the lecturers who taught in the Intermediate English-Speaking Class during the 2nd semester. The instruments used were a field note and an interview guide. The study found that the lecturer employed various strategies to teach speaking skills, depending on the topic of the day. The lecturer employed seven strategies throughout the class activity. In the opening, the lecturer would use icebreakers as a warm-up. In the core activity, the lecturer would employ techniques such as brainstorming, drilling, pair work, role-playing, and group work. At the end of the class, the lecturer would play a game named “Exit Ticket”. This study is recommended for lecturers or teachers as a reference for teaching speaking skills.
Investigating the Use of English Writing Assistant Applications by English Language Education Students Lenny Romarta; Akhmad Fauzan; Muhammad Subhan Fikri
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.20048

Abstract

The increasing use of artificial intelligence (AI)-based writing assistance applications has the potential to transform how students approach the academic writing process, particularly in the context of English language learning. Although most previous research has focused on the effectiveness of this technology in improving writing skills in general, studies that explore students’ direct experiences using this technology—specifically within the context of local higher education—remain limited. Therefore, this study aims to explore how English language education students utilize writing assistance applications to support the academic writing process and to understand the implications for their thinking processes, independent learning, and ethical boundaries in academic writing. This study employs a qualitative approach using a case study method involving ten English education students at Palangka Raya University. Data were collected through semi-structured interviews and analysed using thematic analysis. The results indicate that students actively use various writing assistance applications such as ChatGPT, Grammarly, QuillBot, and Google Translate at various stages of the writing process, particularly for brainstorming ideas, checking grammar, paraphrasing, and revising academic writing. This study also shows that the use of the app has a positive impact on improving students’ writing quality, time efficiency, self-confidence, and academic performance. However, this study also highlights challenges, including the potential for dependency, limitations in the quality of results, and concerns regarding critical thinking and academic ethics.
Teachers’ Adaptive Agency in Project-Based Learning: Belief–Practice Alignment in Secondary Education Novika Amalia; Richard Ferry Nugraha; Muhammad Subhan Fikri; Emeral Emeral; Dellis Pratika; Bahing Bahing
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32667

Abstract

Project-Based Learning (PjBL) has been widely promoted as a student-centered pedagogy that supports the development of 21st-century skills; however, its effectiveness depends largely on how teachers’ beliefs are translated into classroom practice. This study examines high school teachers’ beliefs and practices related to PjBL across three interconnected dimensions: professional development (training), classroom implementation, and reflection. Employing an explanatory sequential mixed-methods design, quantitative data were collected through a questionnaire administered to 36 high school teachers in Katingan Regency, Central Kalimantan, followed by semi-structured interviews with three selected participants to explore belief–practice alignment and contextual influences in greater depth. Quantitative findings revealed consistently high mean scores for both beliefs and practices across all three dimensions, indicating a generally strong alignment between teachers’ conceptual endorsement of PjBL and their reported enactment. However, areas of partial misalignment emerged in practices requiring sustained autonomy and long-term pedagogical change, particularly self-directed professional development, facilitation of student agency and project authenticity, and the systematic integration of reflective insights into future lesson planning. Qualitative findings confirmed that while teachers value PjBL and adapt it flexibly to classroom realities, structural constraints, such as curriculum demands, limited training continuity, and assessment pressures, limit deeper implementation. The study concludes that teachers demonstrate adaptive agency in implementing PjBL, with belief–practice alignment strengthened when supported by institutional facilitation, mentoring, and reflective cultures. Sustained professional development and contextual support are therefore essential to move PjBL beyond procedural adoption toward a more profound, transformative pedagogical practice.
Peer Feedback and Speaking Anxiety in Indonesian EFL Classrooms: Students’ Narrative Perspective Nadia Simare Mare; Grand Stefan Claudio; Ayonia Jelita Boru Sinaga; Muhammad Subhan Fikri; Olga Dona Retsi
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.
Exploring Learning Strategies and Habit Formation in Developing English-Speaking Fluency: A Narrative Inquiry Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.435

Abstract

English-speaking fluency is a critical competence for academic, professional, and interpersonal success, yet many learners encounter persistent linguistic, affective, and social barriers. This study employed a qualitative narrative inquiry to examine the learning strategies and habits formation of a highly proficient Indonesian EFL learner, selected through purposive sampling based on her achievements in debate and public speaking. Data were collected through semi-structured interviews and analyzed using Miles et al.’s (2014) iterative model. The findings revealed four deliberate strategies, self-talk, overcoming fear of mistakes, social interaction, and self-monitoring, that collectively enhanced confidence, resilience, and sustained oral practice. In parallel, two major dimensions of habits formation, early exposure to English through parental support and media input, and integration of English into daily life across school, professional, and familial contexts. emerged as decisive in sustaining fluency development. Unlike prior studies that emphasize group-level outcomes, this research provides a nuanced account of an individual learner’s trajectory, demonstrating how strategies and habits formation converge to embed fluency as a lifelong practice. The study contributes to the field by enriching limited research on highly proficient Indonesian EFL learners and offering pedagogical insights into how deliberate strategy use and consistent routines can be cultivated to foster enduring fluency growth.
Student’s Perception on Implementation of Telephone Game as Icebreaker in English Learning at MTs Muslimat NU Palangka Raya Tirtayasa Tirtayasa; Lesly Martha Cecylia Meka; Muhammad Subhan Fikri; Sulamit Syeba; Windy Rolan Rinaldo
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2598

Abstract

Low levels of students' engagement in English class are one of the challenges for teachers in English learning. The objective in this study is Exploring students’ perception of the telephone game as an icebreaker activity for English language learning at MTs Muslimat NU Palangka Raya. A quantitative descriptive method was used with data collected through a Likert-scale questionnaire distributed to 32 seventh-grade students who had already played the game in the English classroom. The questionnaire focused on four areas of the game, such as enjoyment, speaking confidence, pronunciation learning, and classroom atmosphere, as well as three items related to the game limitations. Data were analyzed and given as percentages to classify student perception. Despite this limitation, the findings suggest that the Telephone Game is useful in English learning. As a result, the telephone game in English learning class as alternate teaching approach to increase student engagement and reduce boredom in the English classroom. Therefore, the telephone game is recommended for English teachers to use in English learning classes.
Co-Authors Akhmad Fauzan Arga Syafutra Ayonia Jelita Boru Sinaga Ayonia Jelita Boru Sinaga Bahing Bahing Bahing Bahing Basir Hidayatullah Carolina, Reyssa Aurora Cendikia Flory Aristia Dellis Pratika Dellis Pratika Dellis Pratika Emeral Emeral Emeral Erma Sujiyani Grand Stef Yan Claudio Grand Stefan Claudio Inggrita Vadeltine Panyat, Maria Jean Seraf Yaspis Julianthi Zefana Silitonga Lenny Romarta Lesly Martha Cecylia Meka Lestari, Tiarannisa Putri Lestari, Tiarannisa Putri Maida Norahmi Maria Arina Luardini Matondang, Leni Romarta Nadia Simare Mare Naibaho, Debora Natalia Nastiti, Diana Febri Wuri Novika Amalia Olga Dona Retsi Olga Dona Retsi Olga Dona Retsi Rafi Retsi, Olga Dona Rezqan Noor Farid Rezqan Noor Farid Richard Ferry Nugraha Richard Ferry Nugraha Ristati Ristati Ristati Ristati, Ristati Silitonga, Julianthi Zefana Sinaga, Ayonia Jelita Boru Siti Munawarah Sovia Rahmaniah Sovia Rahmaniah Stepanus Saputra Ferry Lui Sujiyani, Erma Sulamit Syeba Tampung N. Saman Tiarannisa Putri Lestari Tiarannisa Putri Lestari Tirtayasa Tirtayasa Tutik Haryani Widyastuti Purbani Windi Fitriyani Windy Rolan Rinaldo Yulitriana Yulitriana