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All Journal Englisia Journal Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan Language Literacy: Journal of Linguistics, Literature, and Language Teaching UICELL Conference Proceeding Globish: An English-Indonesian Journal for English, Education, and Culture English Language and Literature International Conference (ELLiC) Proceedings EARLY CHILDHOOD : JURNAL PENDIDIKAN Jurnal Dinamika UMT Journal of English Education and Teaching (JEET) Jurnal Paedagogy BERNAS: Jurnal Pengabdian Kepada Masyarakat CLLiENT (CULTURE, LITERATURE, LINGUISTICS, ENGLISH TEACHING) Keris: Journal of Community Engagement Indonesian Journal of Education Research (IJoER) BAHASTRA Metathesis: Journal of English Language, Literature, and Teaching International Journal of Educational Technology and Society Jurnal Pengabdian Kepada Masyarakat Global Education : International Journal of Educational Sciences and Languages LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Journal of Gemilang Mabasan Indonesian Language Education and Literature
Arjulayana Arjulayana
Universitas Muhammadiyah Tangerang
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Pemanfaatan Aplikasi Canva sebagai Media Pembelajaran Penulisan Teks Persuasif dalam Poster Wisata Digital Tri Pujiati; Meria Zakiyah Alfisuma; Arjulayana Arjulayana
Indonesian Language Education and Literature Vol. 10 No. 2 (2025)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v10i2.19766

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pembelajaran teks persuasif menggunakan Canva, uji produk mahasiswa, dan penilaian mahasiswa terhadap proses pembelajaran tersebut. Penelitian ini menggunakan desain mix method dan dilaksanakan di salah satu universitas di Jawa Timur. Pengambilan data dilakukan pada Oktober 2023 dengan melibatkan 33 mahasiswa dari Program Studi Sosiologi sebagai sampel. Hasil penelitian menunjukkan bahwa: (1) dosen mendapatkan penilaian 89,5% pada saat mengajar materi teks persuasif di kelas, (2) hasil penilaian terhadap produk yang dibuat mahasiswa dengan penilaian yang bagus, dan (3) hasil penilaian terhadap respons mahasiswa menunjukkan nilai 3,57 yang berarti mahasiswa senang dengan pembelajaran menggunakan Canva untuk membuat teks persuasif. Implikasi dari penelitian ini menunjukkan bahwa Canva efektif dalam penulisan teks persuasif untuk membuat poster wisata digital berbasis kearifan lokal.Utilizing the Canva App as a Learning Media for Persuasive Text Writing in Digital Travel PosterThis study aims to describe persuasive text learning using Canva, student product testing, and student assessment of the learning process. This research uses a mixed-methods design and was carried out at one of the universities in East Java. Data collection was carried out in October 2023 by involving 33 students from the Sociology Study Program as samples. The results showed that: (1) lecturers received an 89.5% score when teaching persuasive text material in class, (2) assessment results of products made by students with good assessments, and (3) assessment results of student responses showed a score of 3.57 which means that students are happy with learning to use Canva to create persuasive texts. The implications of this study show that Canva is effective in writing persuasive text to create digital tourism posters based on local wisdom.
Exploring University Students’ Views on How Critical Thinking is Promoted in Focus Group Discussions Dyah Supraba Lastari; Arjulayana Arjulayana
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2740

Abstract

Purpose of the study: The purpose of this study is to examine students’ perceptions of the integration and development of critical thinking skills through Focus Group Discussions class in an English Education Study Program. Methodology: This study employed a mixed methods research design. Data were collected using a structured questionnaire survey and structured interview as research instruments. Quantitative data were analyzed using descriptive statiscal analysis in the form of index percentage score, while qualitative data were analyzed through thematic-analysis to identify patterns related to students’ perceptions of critical thinking development. Main Findings: The results of the study indicate consistently positive students’ perception, shown by high index percentage scores, that Focus Group Discussion activities effectively develop critical thinking skills which include analytical reasoning, evaluation of multiple perspectives, synthesis of ideas, and evidence-based argumentation. Interview results reveal that peer interaction, clarification questioning, familiar topics, lecturer guidance and feedback strongly support critical engagement. However, students face challenges such as limited background knowledge to the unfamiliar topics, low confidence, and difficulty interpreting complex information. Novelty/Originality of this study: This study offers insights into how Focus Group Discussion functions as a structured pedagogical strategy for developing critical thinking in EFL context. It not only provides an overview of students’ perceptions of the integration of critical thinking skills, particularly in terms of analyzing, evaluating multiple perspectives, and synthesizing ideas, but also through the use of mixed-methods approach, highlights specific components of Focus Group Discussion that support or hinder students’ critical engagement.
DIGITAL STORYTELLING IN EFL CLASSROOM: SPEAKING AND CREATIVE THINKING SKILLS Dinda Hanifa Dewi; Arjulayana Arjulayana; Yudhie Indra Gunawan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13422

Abstract

This study investigated EFL students’ speaking and creative thinking skills through digital storytelling activities using Book Creator. The objectives were to assess changes in speaking performance, evaluate creative thinking levels, and explore the Book Creator’s role in supporting both skills. This study employed a pre-experimental one-group pretest–posttest design within a quantitative framework. Data were collected through pretest and posttest speaking scores, rubric-based creative thinking assessment, and field notes. The findings showed a marginal increase in mean speaking scores from 78.30 to 78.48. However, the paired-sample t-test indicated that the improvement was not statistically significant (Sig. = 0.831). In contrast, students demonstrated competence to excellent creative thinking, evident in their ability to generate and express ideas through visual, written, and audio elements. Field notes indicated increased comfort in independent recording, although speaking anxiety persisted. These findings suggest that digital storytelling facilitated idea expression and organization but did not significantly improve speaking performance. This study contributes by integrating multimodal digital storytelling into EFL contexts, highlighting its potential for fostering creativity despite its limited impact on speaking performance. Future research may further explore cognitive load, interactive speaking practices, and other 4C skills to provide a more holistic understanding of DST in EFL contexts.
Co-Authors Abid, Nuskhan Aditya - Permana AFRIZON AFRIZON, AFRIZON Ahmad Aidil Syah Putra Al Anwar, Sylvia Febbryani al Jamiliyati, Nasikhatul Ulla Al-Manar, Abduh Almanar, Muhammad Abduh Anggraini, Diah Retno Aprin Wahyu Wijayanti Ardianti, Anita Asep Abdurrahman, Asep Baharuddin Baharuddin Cakranegara, Pandu Adi Cristy A. Dacara Cut Novita Srikandi, Cut Novita Dara Dwi Kencana Dayu Rahma Turista, Dora Dedi Gunawan Saputra Desinta larasati Desmaliza Desmaliza Dewi Kartikasari Dewi Kusumaningsih Dian Sudiantini Diena San Fauziya Dina Destari Dinda Hanifa Dewi Dyah Supraba Lastari Elinda Andita Putri Enawar, Enawar Erna Adita Kusumawati Euis Yanah Mulyana Fahmi Fahmi Firdaus, Moh Iqbal Firman - Aziz Fuadin, Ahmad Garba, Malami Muhammad Goziyah Gunawan, Yudhie Indra Hadiwijaya, Dudung Halawa, Kerisman Hanim, Imtihan - Hesri Mintawati Hesti Wulandari Hidayat, Ryan Husna Khofifah Mulyadi Iman Nurjaman Jaenal Arifin Kintamani, Suci Lastari, Dyah Supraba Leni Rohida Lisa Chandrasari Desianti Lukmanul Hakim Lukmanul Hakim Lutfiah, Yuni Mardiansyah, Muhammad Marisol Márquez Martínez Maulia Depriya Kembara Meria Zakiyah Alfisuma Merry Lapasau Mulyanah, Euis Yanah N. Sofianto, Eko Wahyu Nanda Faradilla Anwar Nargis Nargis Nargis Nargis Nargis, Nargis Nargis, Nargis - Nasikhatul Ulla al Jamiliyati Nina Anggraeni Noer, Vanyssa Dwiana Nugraha, Nadya Oktaviani Poibe Intan Nosa Lince Pratiwi, Anggraini Dwi Pujiati, Tri Putri, Bunga Malika Rachmi Rachmi Rafidah, Nik Ramadhan, Intan Rizqi Raras Putri Andini Ratna Dewanti Rohimah, Elsa Rossy Lambelanova Roveneldo Roveneldo Rumawan, Maya Tri Selina Dwi Anggini Siti Nur Hidayah, Siti Nur Suci Kintamani Suharti, Dwi Sloria Sumiyani Sumiyani Suparman Suparman Suriyanti Suriyanti Tengku Mohd Diansyah, Tengku Mohd Titi Rachmi Tri Pujiati Tri Pujiati Wikarta, Ramandhika Aditya Windy Pramesti, Rahmadini Wiwin Winarni Wulan Widaningsih Yudhie Indra Gunawan Yudhie Indra Gunawan Zainal Rafli, Zainal Zanzali, Noor Azlan Ahmad Zulvia Trinova