Articles
<![CDATA[EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF ENGLISH SONGS AS LISTENING LEARNING MEDIA ]]>
<![CDATA[Putri, Brigita Griska]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Isnaini, Mohammad Hasbullah]]>
<![CDATA[ KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 6 No 2 (2022): Klausa Volume 6 No 2, 2022 ]]>
Publisher : <![CDATA[Ma Chung Press ]]>
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DOI: 10.33479/klausa.v6i2.625
<![CDATA[This article investigates students' perceptions and challenges of using English songs as their listening learning media. This study used a mixed method, namely the explanatory sequential mixed method, with two instruments: questionnaire and interview. The data in this study were obtained from 49 SMK Negeri 2 Batu students. This study reveals that students perceive the use of songs as media for listening learning. There are 87.8% of students use songs for listening practices, and 91.8% agree that they are more comfortable using songs to learn listening than other media. Besides, there were obstacles in the form of students' difficulties in quickly recognizing the words spoken in a song with a fast tempo. The overall findings of this study are that English songs are suitable for use as listening learning media in and outside the classroom by considering the selection of songs according to the level of English and student preferences.]]>
<![CDATA[Exploring a web-based interactive writing assessment WISSE: User experiences ]]>
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Hamamah, Hamamah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Fadillah, Alifa Camilia]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20386
<![CDATA[This paper aims to investigate the user experiences of Web-based Integrated Writing Assessment (WISSE) developed to help lecturers and learners provide and navigate feedback for academic writing in English. User experience is one of the crucial elements for product success and reception in Research and Development (R & D). Aspects of user experience highlighted in this study are web features, ease of use, and design. The participants involved were two lecturers and twenty-eight learners from the English Language Education and the English Literature study program at one of the prominent universities in Malang. At first, both learners and lecturers created a temporary account on the web prototype, and they were assigned two different roles: learners wrote and submitted a short argumentative essay on the application, and lecturers provided feedback on the essays through a personal comment box. At the end of the trial, both groups revealed their experience and inputs on the features, operation accessibility, and web design through questionnaires. To a large extent, both lecturers and learners were satisfied with the goal of the application to provide easy accessibility to assessing academic text. However, both groups agreed that more distinctive features should be added, along with a manual book and language switch feature, as it is attainable that the future users of WISSE will not be limited to EFL learners. The user trial results illustrate that while WISSE needs further development and revision, it exhibits proper performance and is prepared for large-scale use.]]>
<![CDATA[The Use of Quizlet for Vocabulary Learning: A Lesson from Innovative Application ]]>
<![CDATA[Bayaksud, Najwa]]>;
<![CDATA[Putu Dian Danayanti Degeng]]>;
<![CDATA[Khairil Azwar Razali]]>
<![CDATA[ Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/jolls.v4i1.1823
<![CDATA[As an essential element for effective communication, vocabulary knowledge plays a crucial role in language acquisition. With the increased importance of vocabulary learning, there is a new revolution called MALL (Mobile-Assisted Language learning). Several studies have looked into the possible advantages of Quizlet. However, they are mostly concentrated on the utilization of material that is already available and its consequences on the students’ motivation and receptive vocabulary acquisition. Comparatively, little research has been done on discussing the students’ perception in the use of the Quizlet application as a tool for vocabulary learning, especially in senior high school students Thus, this study aims to investigate student’s perception with different level of achievement about the use of Quizlet as a vocabulary-learning tool. The researcher used a descriptive qualitative method and interview as the instrument to get an in-depth understanding about student’s perception in the use of Quizlet. There were six students with different levels of achievement in the English course as the participants of the study. The researcher used thematic analysis to analyze the collected data. According to the findings, Quizlet is found to be a useful tool for improving vocabulary acquisition, and students' positive opinions are reinforced by its gamified elements and multimedia integration. As technology continues to shape the landscape of education, platforms like Quizlet stand as examples of how innovative applications can revolutionize the learning experience. However, the findings could be strengthened by conducting additional study with larger participant sizes, more diversified data collection methods, and longer follow-up periods.]]>
<![CDATA[Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects ]]>
<![CDATA[Hamamah]]>;
<![CDATA[Sahar, Rafidah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v10i1.1093
<![CDATA[This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.]]>
<![CDATA[Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? ]]>
<![CDATA[Margaretta, Iga Shevy]]>;
<![CDATA[Rohmah, Zuliati]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v9i2.22553
<![CDATA[Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.]]>
<![CDATA[The Use of Mobile Assisted Language Learning To Improve English Grammar for Senior High School Students ]]>
<![CDATA[Maharani, Redyta Zalfa]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Razali, Khairil Azwar]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i3.11041
<![CDATA[Mobile Assisted Language Learning (MALL) focuses on the mobility learning technology. The Utilizing of Mobile Assisted Language Learning (MALL) holds important role to improve effectiveness, flexibility, and convenience of learning. This research aims to explore Mobile Assisted Language Learning (MALL) which can enhance students’ grammar skills using Duolingo. It was conducted in Widyagama Senior High School in Malang. The respondents are 53 students wich consists 38 of class X and 15 of class XI B understudies who are utilizing Duolingo. To acquire data, The researcher used a Qualitative-Descriptive method by collecting data using questionnaires with Google Form and structured interviews. Data was collected employing a six-point Likert Scale questionnaires. As for the interviews, six questions were asked to obtain significant and substantial supporting research data. The results showed that more than 93% of students responded positively to this method which was considered effective to develop their knowledge, understanding, motivation and the effectiveness of Duolingo as a learning media to improve English grammar skills in the classroom. The research result appears that most of them deliver positive discernments about the application since they are simple to get the materials, they are more energized and persuaded in learning. Therefore, Technology-Based Learning using Duolingo is considered an appropriate method for English learning in senior high school. Mobile Assisted Language Learning (MALL) implementation can be optimized and can be improved in the future. This research is expected to provide new insights and can be applied in learning.]]>
<![CDATA[EFL Students' Perspectives toward Project-Based Learning in Vocational High Schools ]]>
<![CDATA[Amalia, Sonia Intan Yazid]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Razali, Khairil Azwar]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i1.9740
<![CDATA[In the world of education, there are many methods that can be used in the learning process. In the 21st century, the project based learning method is often used because it is in accordance with the current curriculum. This research aims to describe EFL students' perspectives toward project-based learning in vocational high school. Researchers used a mixed method by collecting data using a questionnaire and semi-structured interviews. The subjects of this research were 59 students of SMK PGRI 3 Malang from the animation and design, communication and visual department. The research results revealed that more than 71% of students gave positive responses to this method which was considered effective for increasing understanding, activeness, motivation and speaking ability in vocational high school English classes. Students feel they can increase understanding by discussing with friends when working on projects. Apart from that, during discussions students feel more active in exchanging knowledge with each other in the group. Students also feel that project-based learning makes work easier and more fun because they are done together. In addition, students feel that their speaking skills have improved after making several presentations, and they are more confident in speaking in front of the class. Therefore, project-based learning is considered to be an appropriate method for learning English in vocational high schools. This research is expected to provide new knowledge for readers regarding EFL students' perspectives toward project-based learning in vocational high school. This is so that the implementation of project-based learning in the future can be more optimal than before.]]>
<![CDATA[The Psychology of Mindfulness for Pre-Service Teachers Preparation Program ]]>
<![CDATA[Kusumawardani, Irene Nany]]>;
<![CDATA[Ghozali, Muhammad Afifuddin]]>;
<![CDATA[Unsiah, Frida]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Isnaini, Moh. Hasbullah]]>
<![CDATA[ Kontribusia : Research Dissemination for Community Development Vol 8 No 1 (2025): Kontribusia, January 2025 ]]>
Publisher : <![CDATA[OJS Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/kontribusia.v8i1.8746
<![CDATA[The benefits of mindfulness in adults have been widely researched, and its positive impact on psychology and teacher performance has become a major focus in the field of education. These benefits include stress regulation and reduction, increased compassion, and improved teaching effectiveness. Many studies have highlighted the positive relationship between mindfulness traits and teaching readiness. This study specifically examines the role of prospective teachers' mindfulness traits in their readiness to teach. The theoretical model proposed by Manasia et al. (2019), which includes four key dimensions of teaching, was used to measure the teaching readiness of prospective teachers in three academic programs at the Department of Language Education at a leading state university in Malang, East Java, Indonesia. The Five Facet Mindfulness Questionnaire (FFMQ) was employed to measure the mindfulness traits of students as future teachers. The study found that mindfulness traits were able to predict higher teaching readiness in participants. These findings also form the basis for a community service activity, which involves providing mindfulness psychology training during teaching preparation orientation for students as prospective teachers.]]>
<![CDATA[Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? ]]>
<![CDATA[Margaretta, Iga Shevy]]>;
<![CDATA[Rohmah, Zuliati]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v9i2.22553
<![CDATA[Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.]]>
<![CDATA[Rethinking AI literacy: How high school students navigate ChatGPT in English language learning ]]>
<![CDATA[Hasanah, Farah Faridatul]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>
<![CDATA[ Englisia Journal Vol 12 No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v12i2.29157
<![CDATA[This study explores high school students’ AI literacy and their use of ChatGPT in English language learning, addressing the gap in AI application research at the secondary education level. Utilizing an explanatory sequential mixed-methods design, the study evaluated the AI literacy of 100 high school students via a validated questionnaire, assessing affective, behavioral, cognitive, and ethical dimensions. Follow-up interviews with six students of varying AI literacy levels provided deeper insights into their experiences and perceptions of ChatGPT. Findings indicate positive attitudes toward ChatGPT, with high scorers demonstrating robust engagement, adaptability, and ethical awareness in using the tool for English learning. Conversely, low scorers showed limited understanding, over-reliance on ChatGPT for superficial tasks, and underutilization of its potential for deeper learning. Despite its benefits, concerns about over-reliance and ethical issues highlight the need for structured guidance. Variations in AI literacy emphasize the importance of targeted interventions to promote critical thinking and responsible AI use. This study offers practical recommendations for integrating AI literacy into curricula to ensure effective and ethical use of AI tools. Future research should investigate the impact of comprehensive AI literacy programs on student engagement and learning outcomes.]]>
