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All Journal Community Empowerment New Language Dimensions
Him'mawan Adi Nugroho
Universitas Negeri Surabaya, Surabaya, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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English teacher PPT gamification skills development in Trenggalek Wiwiet Eva Savitri; Him'mawan Adi Nugroho; Suvi Akhiriyah; Retno Wulan Dari; Eva Rahmawati; Nur Chakim
Community Empowerment Vol 7 No 11 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ce.8088

Abstract

Teachers must overcome the challenges of engaging and interactive English instruction. However, interactive and creative learning is usually conducted online via a digital platform. Sadly, not all Indonesian schools have good internet access. In Trenggalek, East Java, English teachers struggle with a similar issue. To overcome this problem, the PKM team trained English MGMP teachers in Trenggalek to make fun and interactive language games using Power Point (PPT). Although PPT is familiar to the teachers, not many of them are competent in using it to create fun activities. Combined offline and online trainings are being held. The PPT gamification training participants said they enjoyed themselves because the information was simple to comprehend and put into practice. In addition for trainee teachers to successfully follow and implement the training materials, PPT gamification training is tailored to their requirements and abilities.
Classmate Support and English-Speaking Development in Vocational EFL Classrooms: Students’ Perceptions and Experiences Dinda Puspita Anjani; Prakasit Sophakul; Him'mawan Adi Nugroho
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p126-137

Abstract

This study investigates vocational high school students’ perceptions of classmate support during English-speaking activities and its role in developing students’ confidence, fluency, and accuracy in speaking English. This qualitative research involved 98 eleventh-grade vocational students in East Java, with nine representative students in in-depth interviews. Data were collected through classroom observations, questionnaires, and semi-structured interviews, and were analysed using the interactive model. The findings show a positive perception of the support provided by classmates. Cognitively, students view the support of their classmates as positive encouragement that helps them continue to develop. Affectively, students feel more comfortable and confident speaking because of emotional encouragement such as applause, praise, and attention from classmates. Conatively, students demonstrate active behaviour such as practicing together, giving positive feedback, and imitating the behaviour of friends who are more confident in speaking English. Moreover, the study reveals that classmate support contributes significantly to the improvement of students’ English-speaking skills. Supportive classmates enhance students’ confidence, promote greater fluency through regular practice, and improve accuracy through constructive peer correction. Overall, classmate support plays an essential role in fostering a collaborative learning environment that supports the development of vocational high school students’ English-speaking skills.
Reframing English Language Teaching: Indonesian Teachers’ Views on World Englishes and the Role of Linguistic Diversity in the Classroom Sri Nurhayati; Slamet Setiawan; Him'mawan Adi Nugroho; Muhammad Safdar Bhatti
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p190-203

Abstract

In today’s multilingual world, English is broadly used not only in standardized forms of British or American English but also diverse localized varieties around the world. This condition requires the non-native English speaker to be aware of the World Englishes. However, teachers’ knowledge and attitudes play a key role in the effective integration of WE in classrooms. This study employed a qualitative descriptive design to explore the English teachers’ knowledge of WE and its implications for future teaching practices. Data were collected from a close and open-ended questionnaire distributed to 73 teachers across secondary and Islamic education institutions. Descriptive statistics were used in analyzing data about the teachers’ awareness of WE, teaching preferences, and perceived challenges. The results show that 76.6 percent of participants had prior knowledge of WE, while 89.6% supported its inclusion in classroom instruction. 43 percent preferred British English, 30 percent American English and 26 percent expressed flexible or mixed approaches. Teachers highlighted the importance of WE to global perspective, communication skills, and respect for linguistic diversity as potential benefits. However, challenges such as limited exposure and lack of institutional support were noted. Viewed through World Englishes and English as a Lingua Franca (ELF) theory, these findings underscore the pedagogical need to move beyond native-speaker norms toward more inclusive and context-sensitive ELT practices in Indonesia.
Co-Authors Dinda Puspita Anjani Eva Rahmawati Muhammad Safdar Bhatti Nur Chakim Prakasit Sophakul Retno Wulan Dari SLAMET SETIAWAN Sri Nurhayati Suvi Akhiriyah Wiwiet Eva Savitri