Article Per Year (5 Year)
p-Index From 2021 - 2026
5.161
P-Index
This Author published in this journals
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

Published : 45 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 45 Documents
Search

 1   2   3   4   5 
Exploring the students Dewi, Vina Kurnia; Degeng, Putu Dian Danayanti; Razali, Khairil Azwar
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7818

Abstract

Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.
THE PERSPECTIVES OF EFL STUDENTS ON THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF THEIR TEACHERS Putri Ika Ayundha Ningtyas; Sahiruddin; Putu Dian Danayanti Degeng
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.601

Abstract

The objective of this current research was examining EFL students' point of views on their teachers' TPACK (technological pedagogical content knowledge). A growing body of research had been conducted to investigate instructors' TPACK. However, few research have addressed the evaluation of TPACK from the perspective of EFL students. The students’ view offers a relatively objective perspective of instructors' TPACK to provide valuable feedback for further evaluation on their classroom practice. A survey method was employed by administered a TPACK student-based questionnaire adapted from Tseng (2014). The respondents were English education department students who had experience studying with technology, especially e-learning in the midst of pandemic. The findings showed that EFL students typically thought their teachers were knowledgeable about certain aspects of TPACK. Nevertheless, it was discovered that CK instructors were regarded as the greatest aspect of TPACK, whereas TK domain was thought to be the least important aspect. The results suggested that EFL teachers may need further TPACK training to attain the competency needed to properly incorporate technology more successfully in English lessons.
THE USE OF PEER FEEDBACK AS THE SOCIAL AFFECTIVE STRATEGY TO IMPROVE SKILLS IN WRITING ANALYTICAL EXPOSITION TEXT: EXPLORING THE STUDENTS’ PERCEPTION Siti Nabilla Indah Tita Okvianti; Wahyu Diny Sujannah; Putu Dian Danayanti Degeng
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.608

Abstract

Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.
Digitalisasi Cerita Rakyat: Pengembangan Cerita Inklusif Ki Ageng Gribig untuk Literasi Budaya di Era Digital Unsiah, Frida; Degeng, Putu Dian Danayanti; Isnaini, Moh Hasbullah; Adi, Sugeng Susilo
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 3 (2026): Bulan Februari
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i3.1150

Abstract

Kegiatan pengabdian ini bertujuan untuk mendigitalisasi cerita rakyat Ki Ageng Gribig sebagai upaya pelestarian budaya lokal sekaligus peningkatan literasi budaya pada generasi muda di Kabupaten Malang. Analisis situasi menunjukkan bahwa rendahnya akses terhadap cerita rakyat dalam format menarik, inklusif, dan ramah anak menjadi tantangan utama dalam pembelajaran budaya. Kegiatan dilakukan melalui lima tahapan: observasi dan pengumpulan data, pengembangan naskah cerita inklusif, produksi media digital, implementasi serta diseminasi, dan evaluasi. Media yang dihasilkan memuat prinsip Universal Design for Learning (UDL) sehingga dapat diakses oleh berbagai kelompok termasuk penyandang disabilitas. Hasil evaluasi ahli menunjukkan bahwa media layak digunakan meskipun masih diperlukan penyempurnaan pada konsistensi visual dan alur materi. Program ini terbukti berkontribusi pada peningkatan literasi budaya, pelestarian cerita rakyat, penguatan pendidikan karakter, pemberdayaan komunitas, serta dukungan terhadap SDG 4 dan SDG 11. Dengan memadukan unsur visual, narasi, dan teknologi, digitalisasi cerita rakyat Ki Ageng Gribig dinilai efektif sebagai strategi pelestarian budaya yang relevan di era digital.
EFL Preservice Teacher Perception Toward The Use of Mobile Assisted Language Learning (MALL) in Teaching English Asma Rozak Nada Yuniar; Putu Dian Danayanti Degeng
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3040

Abstract

Mobile-Assisted Language Learning (MALL) has developed as a promising approach in English language education, offering flexibility, accessibility, and enhanced digital engagement. This study seeks to investigate preservice teachers’ perceptions toward MALL during their teaching practice through a quantitative research method. A Likert-scale questionnaire was administered to 112 preservice teachers at Universitas Brawijaya to assess their views on the usefulness of MALL in English instruction. The results reveal that preservice teachers generally hold positive attitudes toward the integration of MALL. Approximately 96% of respondents agreed that MALL enhances task efficiency, and 95% believed it contributes to improved teaching outcomes. The highest-rated item indicated that MALL is particularly helpful in completing instructional tasks. However, the lowest-rated item, though still positive, reflected some uncertainty about MALL’s impact on more complex aspects of teaching. Despite these minor concerns, 91% of participants expressed a willingness to integrate MALL into their future classrooms. These findings suggest that MALL is widely viewed as an effective instructional tool that aligns with modern educational goals. Based on the results, the study recommends incorporating more MALL-focused training within teacher education programs to better equip preservice teachers for the demands of digital instruction. Keywords: Mobile-assisted Language Learning (MALL), Perceptions, Preservice English Teachers, Mobile Devices
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