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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 Journal of Foreign Language Teaching and Learning Jurnal Abadimas Adi Buana JOURNAL OF APPLIED LINGUISTICS AND LITERATURE KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Journal of English Language Teaching and Linguistics Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Kontribusia : Research Dissemination for Community Development Getsempena English Education Journal Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching AKSELERASI: Jurnal Ilmiah Nasional Lingua Susastra Jurnal Impresi Indonesia Educenter: Jurnal Ilmiah Pendidikan Journal of Social Research JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Masyarakat Bhinneka Journal of Language and Literature Studies JGK (Jurnal Guru Kita) Journal of English Language Teaching and English Linguistics EDUCENTER JURNAL PENDIDIKAN EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Jurnal Ragam Pengabdian PESHUM ELLITE: Journal of English Language, Literature, and Teaching Jurnal Budaya Journey: Journal of English Language and Pedagogy International Journal of Educational Practice and Policy Edcomtech: Jurnal Kajian Teknologi Pendidikan
Degeng, Putu Dian Danayanti
Department Of Language Education, Faculty Of Cultural Studies, Universitas Brawijaya, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Students Perception on the Use of Blooket for Vocabulary Mastery Artanti Callista Raihan; Putu Dian Danayanti Degeng
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 3: April 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i3.16668

Abstract

This study investigates students’ perceptions of using Blooket, a web-based game platform, for English vocabulary mastery. Employing a mixed-method design, the study collected quantitative data from 29 students at SMAS Widyagama through a nine-item Likert-scale questionnaire, and qualitative data through semi-structured interviews with five students. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis following Braun and Clarke’s (2006) six-phase framework. The findings indicate that students hold an overall positive perception of Blooket with mean = 3.68, Agree. The highest-rated aspect was students’ interest due to game variety, driven primarily by competitive ranking and scoring mechanics. Qualitative findings confirmed and enriched the quantitative results, revealing that neutral questionnaire responses were attributable to three non-substantive factors: memory lapse, limited English proficiency, and rushed questionnaire completion. Additionally, Blooket is most effective when used as a post-instruction reinforcement activity. These results suggest that game-based learning tools can positively enhance student engagement and vocabulary learning when implemented appropriately.
Exploring Students’ Preferences Between Gamified Quiz Platform vs Traditional Text-Based Quizzes in An Indonesian EFL Context: A Qualitative Study at SMA Widyagama Malang Vera Marta Sabila; Putu Dian Danayanti Degeng
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/5mw5e581

Abstract

This study investigates the preferences and emotional responses of Indonesian secondary school students toward gamified quiz platforms versus traditional text-based quizzes in an EFL classroom. Despite the growing adoption of gamified assessment tools, qualitative research exploring secondary students' psychological experiences with these formats remains limited. Grounded in Self-Determination Theory (SDT), this study examined how each quiz format fulfills or hinders students' basic psychological needs for autonomy, competence, and relatedness. A qualitative approach was employed with five purposively selected eleventh-grade students from SMA Widyagama Malang. Over eight weeks, participants engaged with both gamified platforms (Blooket and Zep Quiz) and conventional text-based quizzes. Data were collected through semi-structured interviews based on the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) and analyzed using thematic analysis. The findings reveal that gamified quizzes enhanced enjoyment, reduced stress, and strengthened peer interaction, while supporting students' sense of autonomy and relatedness. Text-based quizzes, though less emotionally engaging, were perceived as more cognitively demanding and academically rigorous. All participants preferred gamified quizzes while acknowledging the value of traditional formats. These findings suggest that integrating both assessment types best supports students' emotional engagement and cognitive development in EFL classrooms.
Teachers’ and Students' Perspective on Implementation of Merdeka Curriculum Ocktin Mahashelly Elok Setya; Putu Dian Danayanti Degeng
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.
Pre-service teachers’ awareness of students’ learning styles and adaptation of speaking instruction in EFL classrooms Arlinda Dwita Ramadianti; Putu Dian Danayanti Degeng
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.2236

Abstract

This study investigated pre-service teachers’ awareness of students’ learning styles and their strategy adaptation in English as a Foreign Language (EFL) speaking classrooms. The study employed a descriptive quantitative design using a questionnaire consisting of 12 items covering four aspects: awareness of different learning styles, awareness of learning styles in speaking contexts, speaking instructional strategy adaptation, and multimodal and task-based speaking support. The participants were 66 seventh-semester students of the English Language Education Program at one of prominent universities in Malang who had completed their teaching practicum during the 2025/2026 academic year. The participants were selected using purposive sampling because they had prior teaching experience through teaching practicum in EFL classrooms. Data analysis included coding questionnaire responses, conducting reliability analysis using Cronbach’s Alpha, calculating mean and standard deviation values, and interpreting the results based on predetermined category intervals. The findings revealed that pre-service teachers demonstrated a very high level of awareness of students’ varied learning styles and recognized the importance of adapting speaking instruction to accommodate these differences. The results also indicated that participants perceived varied speaking strategies and multimodal resources as important in supporting diverse learners. The findings highlight the importance of integrating differentiated instruction and learning style awareness in teacher education programs.
EFL STUDENTS’ PERCEPTIONS OF ANONYMOUS PARTICIPATION TOOLS IN REDUCING ANXIETY Rumaisha Aziza Yasmin; Putu Dian Danayanti Degeng
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11394

Abstract

ABSTRACT Digital interactive platforms with various interactive features are now gaining attention as a way to support student engagement in EFL classes. However, studies specifically exploring their anonymous participation features are still limited, especially in Indonesian higher education. This study examines EFL students' perceptions of anonymous participation features in reducing anxiety and improving classroom interaction. Using a quantitative descriptive approach, the study involved 94 English Language Education students at a university in Malang. Data were collected through an 11-item Likert-scale questionnaire distributed via Google Forms, which was then analyzed using IBM SPSS Statistics 32. The results showed positive responses across all indicators, with average scores ranging from 4.01 to 4.41. Participating anonymously has been shown to provide a sense of security from the anxiety of negative evaluation. Anonymity has also been shown to be effective in increasing engagement and the quality of classroom interactions, making it a viable learning strategy for EFL lecturers at Indonesian universities to create more comfortable and inclusive classrooms. ABSTRAK Platform interaktif digital dengan berbagai fitur interaktif kini banyak menarik perhatian sebagai cara untuk mendukung keterlibatan siswa di kelas EFL. Namun, studi yang meneliti secara khusus fitur partisipasi anonimnya masih terbatas, terutama di pendidikan tinggi Indonesia. Studi ini meneliti persepsi mahasiswa EFL tentang fitur partisipasi anonim terhadap dalam menguragi kecemasan dan meningkatkan interaksi kelas. Dengan menggunakan pendekatan deskriptif kuantitatif, penelitian ini melibatkan 94 mahasiswa Pendidikan Bahasa Inggris di sebuah universitas di Malang. Data dikumpulkan melalui kuesioner skala Likert berjumlah 11 item dan didistribusikan melalui Google Forms yang kemudian dianalisis menggunakan IBM SPSS Statistics 32. Hasil penelitian menunjukkan respons positif di seluruh indikator, dengan skor rata-rata berkisar antara 4,01 hingga 4,41. Berpartisipasi secara anonim terbukti dapat memberikan rasa aman dari kecemasan evaluasi negatif. Anonimitas juga terbukti efektif meningkatkan keterlibatan dan kualitas interaksi kelas, sehingga dapat menjadi pilihan strategi pembelajaran bagi dosen EFL di perguruan tinggi indonesia untuk menciptakan kelas yang lebih nyaman dan inklusif.
Pre-service teachers’ awareness of students’ learning styles and adaptation of speaking instruction in EFL classrooms Arlinda Dwita Ramadianti; Putu Dian Danayanti Degeng
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.2236

Abstract

This study investigated pre-service teachers’ awareness of students’ learning styles and their strategy adaptation in English as a Foreign Language (EFL) speaking classrooms. The study employed a descriptive quantitative design using a questionnaire consisting of 12 items covering four aspects: awareness of different learning styles, awareness of learning styles in speaking contexts, speaking instructional strategy adaptation, and multimodal and task-based speaking support. The participants were 66 seventh-semester students of the English Language Education Program at one of prominent universities in Malang who had completed their teaching practicum during the 2025/2026 academic year. The participants were selected using purposive sampling because they had prior teaching experience through teaching practicum in EFL classrooms. Data analysis included coding questionnaire responses, conducting reliability analysis using Cronbach’s Alpha, calculating mean and standard deviation values, and interpreting the results based on predetermined category intervals. The findings revealed that pre-service teachers demonstrated a very high level of awareness of students’ varied learning styles and recognized the importance of adapting speaking instruction to accommodate these differences. The results also indicated that participants perceived varied speaking strategies and multimodal resources as important in supporting diverse learners. The findings highlight the importance of integrating differentiated instruction and learning style awareness in teacher education programs.
PRE-SERVICE TEACHERS’ PERCEPTIONS OF GENERATIVE AI USE IN ACADEMIC WRITING: A CASE STUDY Mezza Deswatik; Putu Dian Danayanti Degeng
AKSELERASI: Jurnal Ilmiah Nasional Vol 8 No 2 (2026): AKSELERASI: JURNAL ILMIAH NASIONAL
Publisher : GoAcademica Research dan Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jin.v8i2.1638

Abstract

This study investigates pre-service teachers’ perceptions of generative artificial intelligence (GenAI) in academic writing within the English Language Education program at University of Brawijaya. Key challenges in academic writing for pre-service teachers include grammatical accuracy, vocabulary development, and argumentation. GenAI tools have been proposed as potential solutions to these challenges, but their adoption raises concerns about effectiveness, ethical considerations, and the risk of over-reliance. Employing a qualitative case study design, data were collected through a structured questionnaire comprising Likert-scale ratings and open-ended written explanations from pre-service teachers who had completed teaching internships. The results indicate that all participants regarded GenAI as a beneficial supporting tool capable of enhancing grammatical precision, broadening academic vocabulary, structuring arguments, facilitating idea development, and providing constructive feedback during the revision process. Nevertheless, several challenges were also reported, such as the difficulty of assessing the reliability of AI-generated output, the struggle to preserve originality given the presence of AI detection tools, and the potential for excessive dependence on AI to weaken autonomous writing abilities. All participants further expressed shared concern that the lack of well-defined institutional policies contributes to ambiguity surrounding the ethical use of GenAI in academic settings. In light of these findings, it is recommended that higher education institutions establish clear regulations governing the appropriate use of GenAI in academic writing and incorporate digital literacy programs that enable pre-service teachers to engage with AI tools responsibly, ensuring that such tools serve as supportive aids rather than substitutes for independent critical thinking and writing competence.​​​​​​​​​​​​​​​​
Conversational Differentiated Instruction: Tutor's Strategies in Fostering Learners' Participation in Non-Formal Daily Talk Sessions Nadila Lesti Ayu Difani; Putu Dian Danayanti Degeng
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.74644

Abstract

This exploratory single-case study investigates the pedagogical strategies employed by a single tutor to foster learners’ participation during Daily Talk sessions at English Cafe Malang, a unique non-formal, cafe-based learning environment. Employing a qualitative design, data were collected through semi-structured interview insights coupled with direct observations of learner dynamics to ensure data triangulation. The results indicate that the tutor relies on group sharing within a conversational circle, utilizing relatable topics and a mandatory pre-speaking vocabulary module. To accommodate the highly heterogeneous language proficiency levels, the tutor implements spontaneous, “on-the-fly” conversational Differentiated Instruction (DI) alongside immediate, low-pressure translation support. Triangulated observation data reveal that these strategies successfully trigger strong emotional stability and independent cognitive strategies among participants. However, the relaxing environment presents a pedagogical trade-off, leading to behavioral distractions such as smartphone use and side-talk. While the scope of this study is limited to a single unit of analysis, it offers valuable micro-level insights into non-formal language instruction.
Orchestrating Joyful Learning: Video Blogging to Build Self-Confidence in Language Learning Putu Dian Danayanti Degeng; Nyoman Mega Sumamelati Degeng
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 3 No. 1 (2018)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

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

Abstract

This article describes the idea of how to orchestrate joyful language learning in digital era. For some language students, applying the theory into practice can be frustrating. One of the reasons is because they are lack of confidence. To be successful in language learning, it is important to have self-confidence. Teacher can build students’ self-confidence by giving a project that suit with their characteristics. Nowadays, students and technology cannot be separated. Students tend to use their gadget anytime and anywhere, including in class. Students’ dependency to technology provides various ways for the teacher to give practices to use language in a real world. Teacher can use the advantages which are brought by recent technology. One of the examples is video blogging. Video blogging can be used to build self-confidence in language learning. Furthermore, students can practice their speaking ability and other aspects in language within, and also learn to use technology in various ways. Orchestrating joyful language learning will give freedom for the students to learn as well as express their ideas. When the students are given the chance to do the projects that suit them, they will do it with passion and joy. The teacher’s role is to give enough space and let the students choose the best topic for the project. It is expected, by using video blogging to orchestrate joyful learning, the students will to learn will grow so they can use the language confidently.
Developing Instructional Game "Adventure of Word" to Improve Morphological Awareness on Vocational Higher Students Devi Kuniasari Riyadi; Putu Dian Danayanti Degeng; Esti Junining
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 4 No. 2 (2019)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v4i22019p153

Abstract

Morphological awareness (MA) has relation to language development. Most of Informatics students class of 2017 in Politeknik Kota Malang are lack of MA especially in vocabulary and reading comprehension. Therefore, this present study is aimed at developing instructional game “Adventure of Word” to improve morphological awareness. This is Research & Development study which used Lee & Owens’ development model. From the result of expert validation, from media expert it got 96.8% and from media/design expert it got 78.7%. As those results, the product is categorized as ‘valid’. After the product has been validated, the next step is try-out to the students. It got 96.6% which meant the product is classified as ‘excellent’. It can be concluded that the product was well-developed as instructional media to teach morphology explicitly so that can help students to improve their morphological awareness especially in root word, prefix, suffix, and circumfix.
Co-Authors Adelia Aprilliani Puteri Agus Gozali Amalia, Sonia Intan Yazid Anggraeni, Novita Dhea Arlinda Dwita Ramadianti Artanti Callista Raihan Asma Rozak Nada Yuniar Balqis Meisya Ghaisani Arifanya Bayaksud, Najwa Devi Kuniasari Riyadi Devi Kurniasari Riyadi Dewi, Vina Kurnia Dian Novita Dewi, Dian Novita Dwi Safitri Eleazar Evan Moeljono Esti Junining Fadillah, Alifa Camilia Fauziyah, Hilda Frida Unsiah Galuh Indah Asri Galuh Indah Asri Galuh Nurul 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 Khairil Azwar Razali Kurniatu Rohmah Kusumawardani, Irene Nany Laode Darmin M. Yunal Sholahudz Dzihni Maharani, Redyta Zalfa Margaretta, Iga Shevy Mezza Deswatik Moh. Hasbullah Isnaini Muhammad Rizal Afandi Muhammad Zahrudhin Verdiansyah Nadila Lesti Ayu Difani Nelly Mustapidaturrohmah Nurul Amalia Nyoman Mega Sumamelati Degeng Ocktin Mahashelly Elok Setya Purwaningrum, Elisabeth Worobroto Putri Ika Ayundha Ningtyas Putri Ika Ayundha Ningtyas Putri Rafa Salihah Putri, Brigita Griska Putri, Nanda Allya Rafidah Sahar Rahmasagita, Deta Loliana Ranti, Merchandha Sovia Razali, Khairil Azwar Rumaisha Aziza Yasmin Sahar, Rafidah Sahiruddin Sahiruddin Sahiruddin Sahiruddin Sahiruddin Sahiruddin Sahiruddin Salihah, Putri Rafa Siti Nabilla Indah Tita Okvianti Siti Nabilla Indah Tita Okvianti Sugeng Susilo Adi Vera Marta Sabila Verdiansyah, Muhammad Zahrudhin Vina Kurnia Dewi Wahyu Diny Sujannah Widya Caterina Perdhani Yanik Lailinas Sakinah Yulia Hapsari Yulia Hapsari Zuliati Rohmah, Zuliati