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All Journal English Review: Journal of English Education Indonesian TESOL Journal JEELS (Journal of English Education and Linguistics Studies) English Education and Applied Linguistics Journal (EEAL Journal)
Novita Diana
Universitas Jabal Ghafur
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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STUDENTS’ PERCEPTIONS ON USABILITY PRINCIPLE AND INTERFACE DESIGN OF FLIPBOOK AS M-LEARNING IN HIGHER EDUCATION Novita Diana; Fauziah Fauziah; Farhana Sukhor
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7338

Abstract

This study aimed to determine the practicality of learning media developed by using flipbook applications and what students think about the use of e-module based on flipbook. Flipbook makes it easy to prepare e-modules that are more modern, creative, innovative and competitive. Flipbook is an application that can be used to create e-books, e-modules, e-papers, e-magazine. This application is very interesting because it can add sound, graphics, images, links and videos. This research is a design and product development research (Design and Development), used the Research and Development (R&D) method and analytical through a qualitative approach (Borg & Gall, 1983). Data collection in this study is the form of e-module validation and user responses in tertiary institutions. The validators in this study are linguists and media experts. The samples and data in this study were taken at one of the higher education in Aceh, namely Jabal Ghafur University. The development of this e-module allows users to learn independently because they can access it anytime and anywhere on mobile. The validation results of media experts stated that the aspects displayed in the e-module were very good. 66.7% stated that the e-module was appropriated to use without revision and 33.3% stated that it was appropriated to use with revision. The results of the students’ survey showed that 77.8% of the e-modules were feasible and practical to use in the learning process, and 22.2% stated that they were appropriated to use with revisions. The result shows that e-module based on Flipbook maker was good 4.44%, 52.23% said very good and 43.33% stated excellent. It mean that the e-module based on Flipbook will give a good impact on students learning.     
STUDENTS' PERSPECTIVES ON THE INTEGRATION OF DIGITAL TECHNOLOGY IN LANGUAGE LEARNING POST-COVID-19 Mulyani, Aulia; Fauziah; Diana, Novita
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i1.1612

Abstract

This study aimed to explore students' perspectives on integrating digital technology into language learning after the Covid-19 pandemic. The study used a qualitative research method and collected data through questionnaires and semi-structured interviews conducted on April 29, 2024, at Ulumul Quran Senior High School. Twenty students participated in the study. The closed-ended questionnaire was analyzed using a Likert scale, while the semi-structured interviews were analyzed using thematic analysis following Braun and Clarke's (2006) approach. The findings indicated that students positively viewed integrating digital technology in English learning. They found digital technology enjoyable, engaging, attractive, easy to use, and helpful in their learning process.
STUDENTS’ PERSPECTIVE TOWARD THE IMPLEMENTATION OF GOOGLE FORM AS A DIGITAL LEARNING ASSESSMENT TOOL Nursani; Zaiturrahmi; Diana, Novita
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1624

Abstract

The purpose of this research is to describe students' perspectives on the implementation of Google Forms as a digital assessment tool. This research uses a qualitative research design. Data collection was carried out through questionnaires and interviews. The research participants were 20 students in the second grade at Dassa Al-Aziziyah Islamic Senior High School. Data from 20 questions were distributed, and interviews with eight students were analyzed. Results were produced regarding students' perspectives on implementing Google Forms as a digital learning assessment tool. The research results showed that students have a positive perspective on using Google Forms from attractiveness, effectiveness, convenience, and efficiency. The efficiency aspect allows students to know the score directly. Thus, this provides efficiency and accuracy to the assessment system. Additionally, it makes it easy for students to answer questions by clicking on the answer rather than circling the question. Moreover, mandatory questions help students to fill in all the questions before submitting the test. Therefore, this will ensure that questions are answered. However, students have a negative perspective on using Google Forms regarding accessibility.
Exploring Students’ Informal Digital Learning of English (IDLE) and Self-Regulated Language Learning from a Sociocultural Perspective Fauziah, Fauziah; Diana, Novita
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.4225

Abstract

This study investigates the phenomenon of informal digital learning of English (IDLE) among students engaged in independent online learning environments. Focusing on practices for students’ language development, this study explores how students autonomously acquire English language skills through informal digital means and examines the implications. It employs a mixed-methods approach, combining surveys and interviews to collect and analyse data from a diverse group of independent online learners of English (N= 182) from 23 different Indonesian universities. Quantitative data reveals that approximately 45.1% of the variation in self-regulated language learning can be explained with informal digital learning of English identified as one of the predictors. On the other hand, qualitative data findings indicate that students actively engage in IDLE through a variety of digital channels, including social media, online forums, language learning apps, and YouTube tutorials. These informal learning activities encompass a wide range of language skills, from vocabulary acquisition and pronunciation improvement to cultural understanding and conversational proficiency. Implications of this research point to the importance of recognising and harnessing students’ IDLE practices in formal educational settings. Educators and institutions can leverage these insights to design more effective online language learning programmes that incorporate elements of informal digital learning.
Student Engagement in English Language Learning with Artificial Intelligence (AI) Chatbot from Theory of Planned Behavior Perspective Fauziah; Novita Diana; Silvia Putri; Teuku Fadhli
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4085

Abstract

This qualitative study investigated student engagement in English language learning facilitated by Artificial Intelligence (AI) chatbots, utilizing the Theory of Planned Behavior (TPB) lens. Employing a narrative inquiry, this study explores the lived experiences and perceptions of 15 participants enrolled in a private higher education institution in Aceh, Indonesia. Data collection involved semi-structured interviews and focus group discussions to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis was applied to analyze the data, revealing students’ attitudes towards AI chatbots influenced by perceptions of utility and social norms. Participants had to deal with both their personal views and things happening around them, like support from others or access to technology, as they used AI chatbots to help them learn English. This study emphasizes the importance of considering sociocultural contexts and user experience in the design and implementation of AI-driven educational tools. The findings support previous research highlighting the importance of user attitudes, social influences, and perceived control in shaping students' engagements with technology in educational contexts. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.  
Co-Authors Fauziah Fauziah Mulyani, Aulia Nursani Silvia Putri Teuku Fadhli Zaiturrahmi Zaiturrahmi, Fauziah