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All Journal Nusa: Jurnal Ilmu Bahasa dan Sastra Diglossia EDUPY Erudio: Journal of Educational Innovation Englisia Journal English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of Foreign Language Teaching and Learning Edcomtech Jurnal Kajian Teknologi Pendidikan Jurnal Abadimas Adi Buana JOURNAL OF APPLIED LINGUISTICS AND LITERATURE KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Kontribusia : Research Dissemination for Community Development Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Lingua Susastra Journal of Social Research JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Masyarakat Bhinneka Journal of Language and Literature Studies Journal of English Language Teaching and English Linguistics ELLITE: Journal of English Language, Literature, and Teaching Jurnal Budaya Journey: Journal of English Language and Pedagogy
Degeng, Putu Dian Danayanti
Department Of Language Education, Faculty Of Cultural Studies, Universitas Brawijaya, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Abstract

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.
Teachers’ and Students' Perspective on Implementation of Merdeka Curriculum Setya, Ocktin Mahashelly Elok; Degeng, Putu Dian Danayanti
Journal of Social Research Vol. 4 No. 10 (2025): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v4i9.2771

Abstract

This study examines teachers’ and students’ perspectives on the implementation of the Merdeka Curriculum in English language learning at SMPN 6 Kota Kediri, Indonesia. Adopting a qualitative descriptive design, data were collected through semi-structured interviews with two English teachers and six purposively selected students from different classes. Thematic analysis indicated that the curriculum promotes flexibility, creativity, and student-centered learning through projects, group discussions, and the use of interactive media. Teachers valued the autonomy to adapt instructional content to students’ interests and needs, while students appreciated the variety and engagement of learning activities. Nevertheless, several challenges were identified, including limited vocabulary, difficulty understanding instructions in English, low classroom participation due to shyness, inadequate learning facilities, and disparities in student ability levels. A notable perception gap emerged, with teachers believing that creativity and autonomy were sufficiently embedded, whereas some students perceived their learning needs as unmet. The findings underscore that successful implementation of the Merdeka Curriculum requires clear instructional guidelines, equitable resource allocation, differentiated teaching strategies, integration of interest-based learning, and ongoing professional development for teachers. This study contributes to the discourse on curriculum reform in junior secondary education and highlights the necessity of aligning policy intentions with classroom realities.
The The EFL Students' Experiences with Gamified Learning in Vocational Education: Automotive Students' Perspectives Ranti, Merchandha Sovia; Degeng, Putu Dian Danayanti
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3075

Abstract

EFL instruction in vocational education faces challenges in student engagement and technological integration, as many vocational students prioritize major-related studies over English. To enhance engagement, gamification has been introduced as a learning strategy. This study employed a descriptive quantitative survey to explore vocational automotive students’ experiences with gamified learning. A total of 117 automotive students participated, using platforms such as Quizizz, Blooket, and Bamboozle. Data were collected through four Likert-scale questionnaires and analyzed in Microsoft Excel. The research aimed to answer three questions: (1) How does gamification influence students’ engagement in learning English in vocational high school? (2) How effective is gamification in improving students’ learning outcomes and motivation in English lessons? (3) What are students’ overall perceptions of using gamification in English lessons? Findings revealed that gamification significantly improved students' engagement, confidence, motivation, collaboration, and learning outcomes. Students also expressed strong support for its integration into other lessons. The study concludes that gamification is an effective method for enhancing English learning in vocational education. It is recommended that future research adopt a mixed-methods approach to gain deeper insights into vocational students’ experiences with gamified learning.
Japanese Language Learners Anxiety: Barriers or Successful Support Purwaningrum, Elisabeth Worobroto; Hamamah, Hamamah; Degeng, Putu Dian Danayanti
Jurnal Budaya Vol. 1 No. 1 (2020): JURNAL BUDAYA Agustus 2020 Th.01 Vol.01
Publisher : Department of Language and Literature, Faculty of Cultural Studies, Universitas Brawijaya

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

Abstract

Anxiety is one of the affective variables that affect the process of learning a foreign language. The study of anxiety in the field of learning Japanese as a foreign language, especially in universities in Indonesia, is still lacking. High level anxiety is considered a factor that impedes students from achieving good performance. This study aims at investigating the level of anxiety, the relationship among students’ anxiety and gender, and the students’ ability based JLPT level. The design of this study is survey research. The sample was taken from undergraduate students of the Japanese Literature Study Program (N=91). The data was collected by using Horwitz’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire with four factors analysis from Aida (1994). The findings revealed that students’ anxiety was on the moderate level. Moreover, there was no significant correlation between gender and student’s anxiety. However, students’ anxiety affected students’ ability related to their JLPT level.
Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects Hamamah; Sahar, Rafidah; Emaliana, Ive; Hapsari, Yulia; Degeng, Putu Dian Danayanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1093

Abstract

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.
EXPLORING EFL LEARNERS’ EXPERIENCE TOWARD THE UTILIZATION OF DUOLINGO FOR VOCABULARY MASTERY Anggraeni, Novita Dhea; Degeng, Putu Dian Danayanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9120

Abstract

Teaching and learning vocabulary is somewhat troublesome for EFL learners, especially Indonesian learners. At this point, the majority of vocabulary teaching in the classroom still uses a traditional approach, meanwhile the involvement of ICT in educational environments is thought to promote the advancement of learners' expertise and skills. This research aimed to examine the effectiveness of using media based-technology especially Duolingo to increase learners’ English vocabulary mastery. In this research, the researcher used a qualitative method, a case study as research design. This research was conducted in one of the private schools in Malang, East Java with 31 students as the participants.  The results of this research showed that the majority of learners believe that learning a foreign language, especially its vocabulary, through Duolingo is straightforward because the vocabulary material is  relevant to everyday life. This is supported by several findings regarding Duolingo facilities, which includes easy access, user-friendly, and engaging vocabulary games and activities that enable learners to feel more motivated and enthusiastic in learning English. This study implies that Duolingo is an effective tool for supporting learners in learning foreign languages, especially mastering new English vocabulary.
UTILIZING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO ALLEVIATE SPEAKING ANXIETY AMONG EFL STUDENTS Putri, Nanda Allya; Degeng, Putu Dian Danayanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9352

Abstract

This study employs a sequential explanatory mixed-methods case study approach to examine the effectiveness of Mobile-Assisted Language Learning (MALL) applications in reducing speaking anxiety among English as a Foreign Language (EFL) learners. The research targeted 17 twelfth-grade science students, comprising ten males and seven females aged 17 to 19, using a combination of web-based surveys and semi-structured interviews for data collection. The findings underscore significant positive outcomes, highlighting the substantial role of MALL applications in enhancing students’ proficiency in English. Notably, an analysis of responses to survey item number 22 shows that 64.7% of students agree that MALL applications have been instrumental in alleviating their speaking anxiety. This study provides valuable contributions to the field of language education by presenting evidence-based practices that leverage MALL applications to lower speaking anxiety and boost EFL learners’ speaking skills, proposing innovative and effective approaches for language learning.
Teacher's Perspective towards EFL Students' Speaking Performance in Post Covid-19 Pandemic Era Fauziyah, Hilda; Gozali, Agus; Degeng, Putu Dian Danayanti
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7497

Abstract

When learning English, speaking is one of the English skills which is important to learn. Learning to speak will make students able to communicate with others and know what happens in the world. In fact, learning to speak is more challenging than learning other skills in English. In order to speak effectively, students need to practice their speaking regularly. However, the appearance of Covid-19 limits students to practice their speaking face-to-face. After teachers and students adapt to online learning for 2 years, suddenly learning process back to offline learning with certain regulations. Due to that problem, this descriptive qualitative study came up intending to explore the perspective of the teacher regarding EFL students’ speaking performance in the pandemic context and the factors affecting it. Using semi-structured interviews as the instrument, an English teacher who teaches English pre, during, and post-pandemic in SMA Widya Gama Malang has been interviewed in this research. The results of this study revealed that reading material has an impact on students’ speaking performance, the difference in students’ self-confidence during and after the pandemic, students’ willingness to speak during and after the pandemic from the teacher’s perspective, ICT is the best multimedia factor for improving speaking performance, and there is no fixed teaching methodology for teaching speaking.
EFL Students' Perspectives toward Project-Based Learning in Vocational High Schools Amalia, Sonia Intan Yazid; Degeng, Putu Dian Danayanti; Razali, Khairil Azwar
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9740

Abstract

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.
The Use of Mobile Assisted Language Learning To Improve English Grammar for Senior High School Students Maharani, Redyta Zalfa; Degeng, Putu Dian Danayanti; Razali, Khairil Azwar
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11041

Abstract

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.
Co-Authors Agus Gozali Amalia, Sonia Intan Yazid Anggraeni, Novita Dhea Asma Rozak Nada Yuniar Bayaksud, Najwa Devi Kurniasari Riyadi Dewi, Vina Kurnia Dian Novita Dewi, Dian Novita Eleazar Evan Moeljono Esti Junining Fadillah, Alifa Camilia Fauziyah, Hilda Frida Unsiah Galuh Indah Asri Galuh Indah Asri Ghozali, Muhammad Afifuddin Hafidhah Khansa Asih Hamamah Hamamah, Hamamah HAMAMAH, M.Pd. Hasanah, Farah Faridatul Hilda Fauziyah Irene Nany Kusumawardani Irene Nany Kusumawardani, Irene Nany Ismatul Khasanah Isnaini, Mohammad Hasbullah Ive Emaliana Khairil Azwar Razali Kurniatu Rohmah Kusumawardani, Irene Nany Laode Darmin M. Yunal Sholahudz Dzihni Maharani, Redyta Zalfa Margaretta, Iga Shevy Moh. Hasbullah Isnaini Muhammad Zahrudhin Verdiansyah Nelly Mustapidaturrohmah Nurul Amalia Purwaningrum, Elisabeth Worobroto Putri Ika Ayundha Ningtyas Putri Ika Ayundha Ningtyas Putri Rafa Salihah Putri, Brigita Griska Putri, Nanda Allya Rahmasagita, Deta Loliana Ranti, Merchandha Sovia Razali, Khairil Azwar Sahar, Rafidah Sahiruddin Sahiruddin Sahiruddin Sahiruddin Sahiruddin Sahiruddin Sahiruddin Salihah, Putri Rafa Setya, Ocktin Mahashelly Elok Siti Nabilla Indah Tita Okvianti Siti Nabilla Indah Tita Okvianti Sugeng Susilo Adi Verdiansyah, Muhammad Zahrudhin Wahyu Diny Sujannah Widya Caterina Perdhani Yanik Lailinas Sakinah Yulia Hapsari Yulia Hapsari Zuliati Rohmah, Zuliati