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All Journal Jurnal Pendidikan Bahasa Inggris Journal on English as a Foreign Language (JEFL) Jurnal Dimensi ELT Echo Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris AL ISHLAH Jurnal Pendidikan JELLT (Journal of English Language and Language Teaching) UICELL Conference Proceeding Minda Baharu LANGUA: Journal of Linguistics, Literature, and Language Education Jurnal Eduscience (JES) Journal of Innovation in Educational and Cultural Research Journal of English Teaching and Learning Issues Language and Education Journal ELP (Journal of English Language Pedagogy) Journal of English Education Program (JEEP) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Madiun Spoor : Jurnal Pengabdian Masyarakat Jurnal Puan Indonesia Majalah Ilmiah Inspiratif Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Prosiding Temu Ilmiah Nasional Guru Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research Panicgogy International Journal Langua: Journal of Linguistics, Literature, and Language Education
Desi Surlitasari Dewi
Universitas Riau Kepulauan
Arts Humanities Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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GAMIFYING VOCABULARY LEARNING: THE EFFECTS ON STUDENTS’ ACQUISITION Lestari, Indah; Dewi, Desi Surlitasari; Shalehoddin, Shalehoddin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 2 (2024): DECEMBER 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.19077

Abstract

Vocabulary acquisition is a critical aspect of language learning, yet traditional teaching methods often fail to engage students. Game-based learning (GBL), particularly using platforms like Kahoot, has emerged as a promising approach to address these challenges by fostering an engaging and interactive learning environment. This study aims to investigate the effectiveness of GBL, specifically using Kahoot games, in improving vocabulary acquisition and enhancing student engagement among 7th-grade students. A mixed-method approach was employed, combining quantitative analysis of pre-test and post-test scores with qualitative insights gathered from student interviews and classroom observations. With a mean difference of -26.000, t = -17.085, and p = 0.000, the paired sample t-test findings indicate a significant increase in post-test scores compared to pre-test scores and 0.9150 is the mean N-Gain score. The study suggests that integrating educational games like Kahoot into the classroom can effectively enhance vocabulary acquisition and create an engaging learning environment. so that the implementation of Game-Based Learning based on Kahoot games can be applied according to current conditions and can be more optimal in the future.
PEMANFAATAN MEDIA SOSIAL DALAM TRANSFORMASI DIGITAL PENGAJARAN BAHASA INGGRIS SEBAGAI BAHASA ASING (EFL) BAGI GENERASI Z Desi Surlitasari Dewi
Prosiding Temu Ilmiah Nasional Guru Vol. 16 (2024): TING XVI 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Generasi Z, yang dikenal sebagai digital natives, tumbuh dengan akses yang luas terhadap teknologi dan media sosial. Dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing (English as a Foreign Language, EFL), media sosial telah menjadi alat yang potensial untuk meningkatkan keterampilan bahasa. Penelitian ini bertujuan untuk mengeksplorasi bagaimana pemanfaatan media sosial dapat meningkatkan efektivitas pembelajaran bahasa Inggris di kalangan siswa Generasi Z. Penelitian ini menggunakan kuesioner sebagai instrumen utama untuk mengumpulkan data mengenai frekuensi penggunaan media sosial, platform yang paling sering digunakan, serta persepsi siswa tentang efektivitas media sosial dalam meningkatkan keterampilan berbahasa Inggris, termasuk kosakata, kemampuan berbicara, mendengarkan, membaca, dan menulis. Hasil penelitian diharapkan dapat memberikan wawasan mengenai peran media sosial dalam mendukung transformasi digital dalam pengajaran EFL, serta mengidentifikasi tantangan yang mungkin dihadapi oleh siswa dalam proses pembelajaran. Penelitian ini juga memberikan rekomendasi terkait integrasi media sosial yang lebih efektif dalam pembelajaran EFL bagi Generasi Z
Attitudinal Expressions in Discussion Sections of High-Quality Journals: an Appraisal Analysis Widhiyanto; Dewi, Desi Surlitasari
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.83259

Abstract

Numerous studies discuss assessment in academic texts, there remains a significant gap in the literature regarding the specific role of assessment resources in expressing attitudes within the discussion section of high-quality journal articles. This study explores the utilization of attitudinal expressions (the systems of Affect, Judgement, and Appreciation) in the discussion sections of high-quality journal articles. Employing a mixed-methods research approach, the study integrates qualitative and quantitative analyses to better understand evaluative linguistic practices in academic writing. Data were collected from five high-quality discussion sections published in 2024 in Q1 Scopus journals, including TESOL Quarterly, CALL-EJ, English Teaching & Learning, Australian Review of Applied Linguistics, and Asian-Pacific Journal of Second and Foreign Language Education. The qualitative analysis involved thematic coding and iterative development to identify and categorize attitudinal expressions, while the quantitative analysis utilized statistical techniques to measure the frequency and distribution of these expressions. Results indicated that the Judgement system was the most frequently used category (59.60%), followed by Appreciation system (37.50%) and Affect system (4.80%). The Affect system was primarily used to convey feelings and emotional responses, the Appreciation system was to convey evaluations of the research’s impact and significance. The findings suggest that academic authors strategically use evaluative language to assert research significance and engage critically with literature. Pedagogically, this study highlights the importance of teaching advanced academic writing skills, particularly the use of evaluative language, to enhance students’ ability to communicate their research effectively.
Enhancing adaptability in educational research: the role of AI-Driven Tools in VUCA environments Dewi, Desi Surlitasari; Siahaan, Safnidar; Wilany, Eka; Adam, Adam; Ramadhani, Riska; Saicindo, Shita Aulia; Ardhi, Mega Aulia
Panicgogy International Journal Vol. 3 No. 1 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i1.160

Abstract

This study explored how Artificial Intelligence (AI) tools enhanced the adaptability of research methodologies in the field of education, particularly in environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). With the rapid pace of change in educational settings, AI technologies such as automated data analysis, intelligent learning systems, and natural language processing (NLP) were increasingly used by educational researchers. This research focused on identifying how AI-driven tools helped educational researchers respond flexibly and effectively to challenges that arose in complex and uncertain contexts. The researchers recommended developing comprehensive training programs for educators to enhance AI literacy, establishing ethical guidelines for AI in education focusing on data privacy, algorithmic fairness, and transparency, and encouraging interdisciplinary collaboration among educators, technologists, and policymakers to create scalable, equitable, and sustainable AI-enhanced learning frameworks, ensuring that AI's potential was harnessed for the benefit of all learners.
Examining the impact of digital storytelling and video-assisted instruction on speaking performance across self-regulated learning levels in an ESP context Dewi, Desi Surlitasari; Saptiany, Shella Gherina; Ria, Tiara Nove
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9358

Abstract

Recent advances in technology-enhanced language learning (TELL) emphasize innovative methods to improve speaking skills in English for specific purposes (ESP) classes, particularly for Law students. However, research comparing the effectiveness of digital storytelling (DST) and video-assisted instruction (VAI) in developing speaking performance remains limited, particularly in relation to students' self-regulated learning (SRL) levels. This study explores the impact of DST and VAI on speaking performance across SRL levels through a quasi-experimental research design. A total of 48 undergraduate ESP students majoring in Law at a private university in Indonesia were categorized into higher and lower self-regulation groups. The data were collected through an SRL questionnaire and speaking tests and analyzed using two-way ANOVA and independent samples t-tests. The results revealed that students in the DST group significantly outperformed those in the VAI group (Sig. = 0.009). However, no significant interaction effect was found between SRL, instructional approach, and speaking proficiency. The finding implies that DST enhances speaking proficiency by combining structured oral production with creative narrative development, requiring students to rehearse, refine, and integrate linguistic elements in an authentic context. EFL teachers should integrate DST in their classes to improve communication skills in professional and academic settings.
Factors Affecting Speaking Performance Desi Surlitasari Dewi; Eka Wilany
Jurnal Langua Vol 5 No 2 (2022): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.7145570

Abstract

In learning a foreign language, speaking is an essential component as it is used to deliver the meaning to interact and connect with one another. It is also often seen as an indicator of success in learning a foreign language. However, due to its interactive character, speaking in a foreign language has been identified as the most difficult ability for language learners. The study was an integrative literature review that aimed to unfold the factors that might affect speaking performance of foreign language learners. Due to the rapid pace of research, it is difficult to keep up with state-of-the-art research, so a literature review is necessary. The goal of the study is not to cover all articles ever published on the topic, but rather to combine information and ideas from different fields or past studies. In conducting the review, it will use taxonomy or classification in analyzing the reviewed studies. Approximately 20 studies including those published in research articles, book chapters, books, and other types of publications that concern the factors that may affect speaking performance are being reviewed. The finding suggests that five factors are named as determinants of speaking performance. Those are lack of L2 exposure, inhibition, anxiety, learner autonomy, motivation, and teaching pedagogy. Lack of exposure, inhibition, and anxiety were considered as negative factors of speaking performance, meanwhile a higher degree of learner autonomy and motivation as well as appropriate teaching pedagogies could be beneficial to boost FL learners’ speaking performance.
Fostering Cross-cultural Competence and Reading Comprehension through Digital Shared Reading in an Indonesian EFL Classroom Lanlan Muhria; Tabrani ZA; Vinsensia Anisa Citta Erydani; Desi Surlitasari Dewi; Mohammed Abbas Mahdi
Journal of Innovation in Educational and Cultural Research Vol 6, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i3.2433

Abstract

Reading comprehension requires linguistic proficiency and the capacity to understand and interpret cultural elements embedded in the texts. However, many EFL students struggle with cross-cultural competence, affecting their comprehension of diverse reading materials. This study investigates the effectiveness of digital shared reading in enhancing both reading comprehension and cross-cultural competence among junior high school students in Indonesia. Employing a pre-experimental pre-test post-test design, the study involved 34 students in a structured digital shared reading intervention. Data were collected through reading comprehension tests and the Cultural Intelligence Scale (CQ) by Ang and Dyne. The results, analyzed using paired sample t-tests, indicated a statistically significant improvement in reading comprehension (t = -10.539, p = .000) and cross-cultural competence (t = -14.457, p = .000) after the intervention. These findings demonstrate the potential of digital shared reading as an effective pedagogical tool to foster cross-cultural awareness and enhance reading comprehension in EFL settings. This study contributes to educational research by showcasing how digital literacy and cultural exposure can be integrated into language learning.
EXPLORING THE CORRELATION BETWEEN CULTURAL INTELLIGENCE AND WRITING PERFORMANCE AMONG EFL LEARNERS Mega Aulia Ardhi; Desi Surlitasari Dewi; Adam
Language and Education Journal Vol. 10 No. 1 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/gybte803

Abstract

This study explores the relationship between Cultural Intelligence (CQ) and writing performance among EFL learners, motivated by the rising importance of intercultural competence in English education. Using a quantitative correlational design, data were collected from 26 first-semester students through the Cultural Intelligence Scale (CQS) and a writing performance test requiring an opinion paragraph. After confirming data normality, hypothesis testing with the Pearson Product-Moment correlation revealed a significance value of 0.830 (p > 0.05), indicating no significant correlation between CQ and writing performance. The findings suggest that writing proficiency is more strongly influenced by technical factors such as grammatical accuracy, vocabulary range, coherence, organization, and writing experience, rather than by cultural intelligence alone. These results challenge assumptions about the universal impact of CQ on language skills and highlight the necessity of targeted interventions focused on enhancing core writing competencies. Future studies are encouraged to examine moderating variables such as learner motivation, cultural exposure, and instructional methods to better understand the nuanced relationship between cultural intelligence and writing performance in EFL contexts
Students’ Experiences, Engagement, and Attitudes in the English Education Revolution: The Role of Interactive Technology Mahdi, Mohammed Abbas; Dewi, Desi Surlitasari
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.134

Abstract

The digital revolution in education has fundamentally transformed English language learning by promoting a more interactive, flexible, and student-centered approach. In this context, students’ experiences, engagement, and attitudes toward interactive technology have become crucial for understanding the direction of English education in the modern era. This study aims to explore how students’ learning experiences and engagement in technology-based environments influence their attitudes toward the revolution in English education. Using a quantitative approach with multiple linear regression analysis, data were collected through a closed-ended questionnaire. A total of 200 English learners from Iraq and Indonesia participated in the study through online data collection. The findings confirmed that the English language education revolution through interactive technology has a positive and significant effect on students’ learning experience, engagement, and attitudes. Additionally, the revolution in interactive education technology was found to simultaneously and significantly affect all three dimensions. Students generally expressed strong support for the transition from traditional methods to more digital, collaborative, and personalized learning environments. Active engagement in interactive platforms contributed to more favorable attitudes toward the educational innovation. These results affirm that interactive technology serves not merely as a support tool, but as a driving force in shaping a sustainable and adaptive learning ecosystem. This study contributes to the fields of English language teaching and educational technology by emphasizing that digital strategies must enhance learning experiences, foster student engagement, and nurture positive learner attitudes in order to meet the needs of 21st-century education.
Gamifying Vocabulary Learning: Students’ Perceptions of Kahoot! in a Junior High School Context Putri, Aulya; Dewi, Desi Surlitasari; Shalehoddin, Shalehoddin
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.19327

Abstract

This study explores students’ perceptions of Kahoot! as a tool for vocabulary learning in a junior high school context, focusing on how it fulfills their motivational needs and enhances its acceptance. A qualitative approach was employed, utilizing semi-structured interviews, observations, and closed questionnaires to collect data from 20 seventh-grade students who used Kahoot! for vocabulary learning. The data were analyzed using descriptive statistics for the Likert scale questionnaire and content analysis for qualitative responses. The findings reveal that Kahoot! creates an enjoyable, interactive, and engaging learning environment, fostering positive experiences. Its gamified features, including competitive elements, sustain students’ motivtion and encourage active participation. Furthermore, students reported improved vocabulary retention facilitated by Kahoot!’s repetitive and manageable design. The platform’s intuitive interface enhances ease of use, allowing students to focus on learning without technological challenges. This study highlights Kahoot!’s potential to enhance vocabulary learning through gamified, student-centered experiences.
Co-Authors Adam Adam Adam Ade Safrinal Aguspriawan, Muryadi Aqilla, Dhiya Veeza Ardhi, Mega Aulia Aulia Putri Aulia Putri Aulia Putri Azeva, Dian Zahira Bahri, Dwi Ichwanul Chairiah, Annisa Melfida Ciptono Ciptono, Ciptono Dahrul Aman Harahap Deswandra, Ilham Eka Wilany Emy Hajar Abra Ervayuni, Anggia Ervin Nora Susanti, Ervin Nora Erydani, Vinsensia Anisa Citta Fadilla, Hilda Hartono, Rudi Herlina Herlina Indah Lestari, Indah Kristina, Geofani Kustanto, Jaka Septian Lanlan Muhria Mahdi, Mohammed Abbas Mega Aulia Ardhi Megawati Megawati Mohammed Abbas Mahdi Monika, Tiara Muhammad Faizin Mursid Saleh Mursid Saleh Navisa, Sayyida Niko, Triyanda Desma Novelita, Naomi Mars Novriza Nizami Putri Oktavia, Wahyuni Pakpahan, Sirintin Panjaitan, Angels Dermika Perwira, Andika Premini, Deviany Putri Nurus Sakina Putri, Aulya Rachman, Natriya Faisal Rahma, Feby Fatika Ramadhani, Nursyahidah Suci Ramadhani, Riska Rudi Hartono Safnidar Safnidar Safnidar Siahaan, Safnidar Saicindo, Shita Aulia Saputra, Benny Shalehoddin Shalehoddin, Shalehoddin Shella Gherina Saptiany Sidabutar, Isak Steven Simanjuntak, Azzura Annisa Sirait, Sindy Deswita Natalia Situmorang, Citra Betha Sri Langgeng Ratnasari Sri Lestari Sri Purwaningsih Sri Sugiharti Sri Wahyuni Sulastri Manurung, Sulastri SUMADI SUMADI Suswanto Ismadi Megah Suswanto Ismadi Megah S. Suswanto Iswandi Megah Syahrila, Farah Dieba Nashwa Syamsul Arifin Tabrani ZA Tiara Nove Ria Vinsensia Anisa Citta Erydani W, Widhiyanto Wahyuni, Sri Zahara, Nasyiva Zainul Arifin, Muhammad