Garuda - Garba Rujukan Digital

Developing EFL Teachers’ Skills in Creating Digital Photo Story Videos as Learning Media Weningtyas Parama Iswari; Noor Rachmawaty; Effendi Limbong
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 5, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v5i3.7948

Along with the increase in the use of digital materials, teachers need to possess skills in creating these materials. Digital photo story videos are among the alternatives to digital materials that are easy to create. However, some teachers still had limited technological skills. A workshop was conducted online for three months from August to November 2020. This workshop trained some participants in creating digital photo story videos as learning media. The participants consisted of twelve secondary school teachers of English from different districts in East Kalimantan. Data were gathered from discussions, reflections and outcomes of the workshop. The results revealed some indicators of teachers’ development, not only in teachers’ technological skills but also in some other domains. The participants gained new knowledge regarding simple technology for creating videos, and their understanding of the TPACK framework was also detected. They were able to operate the software applications introduced, and created the digital story videos successfully, despite a few technical problems. In addition, they showed their initiative to explore new applications to upgrade their videos, and intention to learn more about video editing. Effectively, their attitude towards the workshop and their videos was positive, and socially, they confirmed that their networking expanded as they met and worked together with colleagues from different districts. This study has added the existing evidence that teachers should enhance their technological skills to keep up with the rapidly changing world. Future researchers are advised to see the after-workshop effects of such a workshop on its participants’ teaching practice and professional development.

Building AI Literacy Through Professional Development: A Framework Study of In-Service Teachers‘ Competencies and Training Needs Effendi Limbong
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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

The rapid proliferation of generative artificial intelligence (GenAI) across educational settings has created an urgent and unprecedented demand for structured teacher professional development (PD) in AI literacy. Despite growing recognition that educators require specialized competencies to navigate AI-rich classrooms, the field remains theoretically fragmented, with limited consensus on the core dimensions of AI literacy that ought to anchor teacher PD programmes. This study addresses this gap by developing and validating the AI Literacy for Teachers (ALT) framework—an empirically grounded, multi-dimensional competency model tailored specifically to the professional learning needs of in-service teachers. We employed a three‑round modified Delphi methodology with a panel of 22 experts (teacher educators, EdTech specialists, and curriculum designers). Panel members rated and refined an initial set of 47 competency items derived from an extensive literature review and four established frameworks (Long & Magerko, 2020; Ng et al., 2021; T‑GAIC; UNESCO AI CFT). Consensus was assessed using the content validity ratio (CVR ≥ 0.75) and interquartile range (IQR ≤ 1). By round three, consensus had been achieved on 36 items organised across five core dimensions: (1) Foundational AI Knowledge; (2) AI‑Enhanced Pedagogical Practice; (3) Ethical and Human‑Centred AI Use; (4) Assessment and Evaluation with AI; and (5) Professional Growth and AI Agency. Kendall’s W rose from 0.57 (round two) to 0.73 (round three), indicating strong expert agreement. The ALT framework makes three primary contributions: it clarifies the often conflated relationship between technical operation and critical‑ethical engagement with AI; it provides a structured blueprint for designing tiered, role‑sensitive PD curricula; and it establishes a validated foundation for subsequent instrument development and impact studies. Implications for teacher education, school leadership, and educational policy are discussed.

A Qualitative Study of EFL Students’ Experiences with AI Tools in English Language Learning Yunita Winata; Weningtyas Parama Iswari; Susilo Susilo; Effendi Limbong
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5549

The development of artificial intelligence (AI) technology has provided new opportunities in learning English as a foreign language (EFL), particularly in helping students develop vocabulary, academic writing skills, and self-confidence in independent learning. This study aims to explore the experiences of EFL students at Mulawarman University in using AI-based tools, such as ChatGPT, Grammarly, and Copilot, to support English learning. This study used a qualitative approach involving students in semesters 2 through 6 as participants. Data were collected through questionnaires completed by 40 students and in-depth interviews with several informants selected based on their questionnaire responses. The data were analyzed using thematic analysis to identify students' motivations, benefits, challenges, and adaptation strategies in using AI. The results showed that ChatGPT and Grammarly were the most dominant AI tools used because they provided immediate feedback, helped develop ideas, improved sentence structure, and supported vocabulary and writing skills. The use of AI also helped increase students' confidence in understanding and producing English. However, this study identified challenges such as potential dependency, a lack of guidance on technology use, and the need for digital literacy to critically evaluate AI output. This study concludes that the use of AI in EFL learning has great potential if supported by lecturer guidance, strengthening digital literacy, and adaptive usage strategies.

Exploring pre-service English teachers digital competence in creating interactive instructional materials Effendi Limbong; Ben Wadham
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35103

The Digital Competence of Educators (DigCompEdu) is critical in 21st-century education, which helps educators teach digital literacy to students. However, published empirical evidence regarding pre-service English teachers competence in creating interactive instructional materials with specific software applications remains scarce. This paper is grounded on the implementation of digital instructional courses at an Indonesian state university, aiming at developing pre-service EFL teachers digital competencies in designing interactive instructional materials using PowerPoint, Audacity, CapCut, Inknoe ClassPoint, Filmora, the Internet, and Canva (hereafter PACIFIC). The paper describes the pre-service English teachers self-reported abilities and challenges they encountered in designing the PACIFIC-based interactive teaching materials after completing these courses. Guided by the DigCompEdu framework, the primary data from six focus group interviews with a total number of 30 participants were analyzed by using thematic analysis. The study indicates that pre-service EFL teachers reported an adequate level of competencies in designing digital interactive instructional materials in four aspects of the DigCompEdu framework. They also reported several challenges encountered while creating the teaching materials, which mostly related to resources, such as internet connectivity and subscription access to the PACIFIC software. These findings highlight the critical need for better resource allocation and support to improve pre-service EFL teachers digital literacy and performance in designing digital teaching materials.

Feedback Literacy as a Dimension of Teacher Professional Development: Exploring in Service Teachers’ Capacity to Seek, Interpret, and Use Feedback Effendi Limbong
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.128

Feedback literacy has emerged as a significant construct in higher education research, yet its application to in‑service teachers’ professional learning remains underexplored. This study investigates how practising secondary teachers seek, interpret, and use feedback within their everyday professional contexts, and how these capacities contribute to their professional growth. Drawing on interpretive phenomenological analysis (IPA), semi‑structured interviews were conducted with 12 in‑service secondary teachers (3–10 years’ experience) across three phases: narrative elicitation, critical incident reflection, and longitudinal follow‑up. Analysis yielded three superordinate themes: (1) “making feedback actionable” – describing the interpretive work required to translate evaluative comments into pedagogical adjustments; (2) “relational conditions for seeking feedback” – highlighting trust, vulnerability and collegial safety as prerequisites for proactive feedback engagement; and (3) “feedback as reflective fuel” – revealing how feedback loops sustain or disrupt teachers’ professional noticing and self‑directed improvement. Findings extend Carless and Boud’s (2018) feedback literacy framework from student to teacher professional contexts, proposing that teacher feedback literacy comprises four intersecting capacities: evaluative discernment, relational positioning, temporal integration, and self‑regulatory agency. The study contributes to professional development literature by demonstrating that feedback literacy is not merely a skill to be taught, but a relational and dispositional capacity that develops through sustained opportunities for dialogic engagement with multiple feedback sources. Implications for continuing professional development design include structured feedback dialogue protocols, peer observation with interpretive scaffolding, and institutional cultures that normalise feedback‑seeking as professional practice rather than deficit remediation.

Kahoot! vs Quizizz in EFL Grammar Instruction: Comparative Effects on Immediate Recall, Delayed Retention, and Learner Engagement Effendi Limbong
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/pnbx8s46

Kahoot! and Quizizz are among the most widely adopted game-based response platforms in EFL classrooms globally, yet direct comparative evidence of their differential effects on grammar learning outcomes and learner engagement remains limited. This study compares the effects of Kahoot!- and Quizizz-mediated grammar instruction on immediate recall, delayed retention, and self-reported learner engagement among Indonesian EFL learners at secondary level. Using a quasi-experimental three-group design Kahoot! condition, Quizizz condition, and conventional instruction control with ninety-three participants across eight weeks, the study finds that both game-based platforms significantly outperform conventional instruction on immediate recall, but that Quizizz produces stronger delayed retention advantages, likely attributable to its self-paced design and spaced review features. Engagement data from classroom observations and post-study interviews reveal important qualitative differences between the two platforms: Kahoot!'s real-time competitive atmosphere generates higher reported enjoyment during sessions but also greater test-like anxiety, while Quizizz's self-paced format produces lower peak excitement but more sustained engagement and greater willingness to attempt difficult items. The study draws on Game-Based Learning theory (Mayer, 2020; Plass et al., 2020) and the Desirable Difficulties framework (Bjork & Bjork, 2020) to argue that platform selection in EFL grammar instruction should be driven by instructional goals and learner profiles rather than by familiarity or availability, and that neither platform, used alone and unreflectively, is sufficient for deep grammatical knowledge development.

Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Dewi Nurlyan Purwita; Bibit Suhatmady; Iwan Setiawan; Weningtyas Parama Iswari; Effendi Limbong; Ichi Ahada; Leilanie B. Queja
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2032

Background: Every student with special needs must be recognized for their right to get an education that is equal to regular students. In order to overcome the learning difficulties that ADHD students face when learning English in regular classrooms with other students, this study expects to analyze the strategies for teaching that English teacher has particularly implemented. Methodology: This study uses qualitative research design, specifically a case study of an English teacher in Samarinda who teaches a seventh-grade ADHD student. Data was collected through observation and interviews, and the study used data reduction, display, and verification techniques. The credibility test using triangulation was used to verify the validity of the data. Findings: Teacher strategies for teaching a student with ADHD at an inclusive junior high school in Samarinda such as repetition of material, direct instruction, indirect instruction, giving reward, and classroom accommodation. Conclusion: Teaching strategies used by the English teacher to a student with ADHD only a classroom accommodation. There are also some strategies used not only to a student with ADHD but also to regular students which are, repetition of material, direct instruction, indirect instruction, giving reward. Originality: Previous studies have explored the strategies used by teachers in teaching students with ADHD in general. However, there is a gap in this study, which explores the strategies used by English teacher in teaching an ADHD student in regular classroom.

A Collaborative Auto-ethnographic Study of Indonesian Higher Degree Research Students’ Adaptation in Anglophone Universities Effendi Limbong; Nizamuddin Sadiq; Ridha Mardiani
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2039

Background: This research explores the experiences of Indonesian doctoral students in English-speaking universities through a collaborative auto-ethnographic approach. Utilising Schartner and Young's (2016) stress and coping strategies and culture-learning frameworks, we analyse narrative data to investigate our academic and sociocultural journeys in the US, UK, and Australia. Methodology: To attain a profound comprehension, we participate in personal and group introspection, analysis, and interpretation, utilising imaginative thought, creativity, emotional self-exploration, and ongoing dialogues. The study identifies four major psychological adaptation themes (social support, survival, spirituality, and compliance), a critical socio-cultural adaptation theme (feeling like cultural aliens), and a vital academic adaptation theme (questioning our academic capability amid struggles with critical reading and writing). Findings: The findings reveal three themes: Psychological Aspects: “Social Support, Survival, Spirituality, and Compliance”, Sociocultural Aspect: “We Are Cultural Aliens”, Academic Aspect: “Questioning Our Academic Capacity as We Struggled to Read and Write Critically”. Conclusion: The findings underscore the significance of awareness and emphasise the necessity for effective adaptation among international doctoral students. This research contributes valuable insights into the challenges faced by Indonesian doctoral students in Anglophone academic settings, shedding light on the importance of support systems, cultural understanding, and academic confidence stop where for a successful academic journey. Originality: While previous studies have largely examined the difficulties faced during adaptation, the way these challenges ultimately lead to successful outcomes remains under-explored. This research seeks to address this deficiency by investigating how Indonesian international research students in Anglophone universities convert cultural, psychological, and academic obstacles into successful adaptation.

Gamification Effects on Motivation Quality and Self-Regulated Learning in EFL Vocabulary Study Effendi Limbong
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 2 (2025): APRIL 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/4w269y31

Gamification has become a ubiquitous feature of digital vocabulary learning tools, yet evidence regarding its effects remains contested. Meta-analyses report modest positive effects on learning outcomes, but these averages obscure substantial heterogeneity in individual responses. Self-determination theory (SDT) distinguishes autonomous motivation (learning driven by interest and value) from controlled motivation (learning driven by external pressures or guilt). Gamification elements such as points, badges, and leaderboards may support basic psychological needs or undermine them, depending on implementation. This quasi-experimental study investigated (a) whether a gamified vocabulary app produced differential effects on autonomous versus controlled motivation compared with a non-gamified version matched for content, (b) whether observed differences in vocabulary learning outcomes were mediated by changes in motivation quality, and (c) whether self-regulated learning (SRL) behaviors were differentially affected by the intervention. A 10-week quasi-experiment assigned 127 Chinese EFL undergraduates to either a gamified condition (points, badges, levels, progress bars) or a non-gamified condition (content-identical, feature-matched, no game elements). Pre- and post-intervention measures included autonomous and controlled motivation for vocabulary learning (Academic Self-Regulation Questionnaire), SRL strategy use (Motivated Strategies for Learning Questionnaire), and vocabulary knowledge (receptive and productive tests). ANCOVA and mediation analyses were conducted. No main effect of condition on vocabulary gains emerged. However, the gamified group showed significantly higher controlled motivation at post-test (d = 0.52) and lower autonomous motivation (d = –0.38). Motivation quality fully mediated the gamification–vocabulary relationship: the gamified app indirectly harmed learning outcomes through increased controlled motivation, while the non-gamified app supported autonomous motivation. SRL strategy use declined in both groups, but gamification accelerated this decline for goal-setting and planning behaviors. Points and badges are not inherently motivating or demotivating. Their effects depend critically on whether they support autonomy or impose controlling pressures. EFL practitioners should exercise caution when implementing gamified vocabulary tools without attention to instructional framing that supports learners’ perceived autonomy and competence. Design principles for autonomy-supportive gamification are proposed.

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