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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) Journal of English Language Teaching and Linguistics 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 AKSELERASI: Jurnal Ilmiah Nasional Lingua Susastra 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 Journal of English Language Teaching and English Linguistics EDUCENTER JURNAL PENDIDIKAN Journal of Education and Teaching Learning 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
Degeng, Putu Dian Danayanti
Department Of Language Education, Faculty Of Cultural Studies, Universitas Brawijaya, Indonesia
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 Mathematics Public Health Social Sciences Other

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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
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.
PRE-SERVICE TEACHERS’ PERCEPTIONS OF GENERATIVE AI USE IN ACADEMIC WRITING: A CASE STUDY Deswatik, Mezza; Degeng, Putu Dian Danayanti
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.​​​​​​​​​​​​​​​​
A Mixed-Methods Study of ED and NED Students' LMS Experience in English Language Learning Puteri, Adelia Aprilliani; Degeng, Putu Dian Danayanti
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1938

Abstract

This study examines the differences in the experiences of English Department (ED) and non-English Department (NED) students in using a Learning Management System (LMS) for English language learning (ELL) and investigates how LMS use contributes to the improvement of English language skills in ED and NED students. Using a mixed-method approach based on explanatory-sequential design, this study involved 185 students from Brawijaya University. The research began with quantitative data collection through a Likert scale questionnaire, followed by qualitative data collection through semi-structured interviews with seven students. This study showed that, although ED and NED students have excellent technological skills in using LMS, their application to English language skill development is uneven. Reading, writing, and listening skills show significant improvement, but speaking skills did not develop rapidly across all students. The results revealed that the differences in LMS usage experiences were not due to differences in major but were caused by limitations in the learning design of the LMS, particularly its inability to adequately support speaking practice. To address this gap, educators need to integrate synchronous communication tools and interactive speaking activities into the LMS. This will create a more balanced and comprehensive English learning experience through pedagogical innovation and appropriate use of technology.
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.
Pre-service Teachers’ Perceptions of Canva’s Effectiveness in Supporting Different Learning Styles in English Language Teaching Alya Syaharani Handini; Putu Dian Danayanti Degeng
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.143

Abstract

This study examines pre-service teachers’ perceptions of Canva’s effectiveness in supporting different learning styles in English Language Teaching (ELT). It explores how Canva facilitates visual, auditory, and kinesthetic approaches, as well as the challenges faced in developing instructional materials. Using a quantitative descriptive design, the study involved 60 pre-service English teachers from State University of Malang and Brawijaya University who had prior experience using Canva. Data were collected through a structured Likert-scale questionnaire distributed via Google Forms and analyzed using descriptive statistics such as mean and standard deviation with IBM SPSS Statistics 25. Findings indicate that Canva is highly effective in supporting especially visual and kinesthetic learning, as shown by very high mean scores. Despite some challenges in its use for instructional material development, Canva positively contributes to teaching presence, cognitive presence, and social presence in the classroom. The study concludes that Canva is a useful platform for creating instructional materials that accommodate diverse learning styles in English language teaching.
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.
Co-Authors Agus Gozali Alya Syaharani Handini Amalia, Sonia Intan Yazid Anggraeni, Novita Dhea Arlinda Dwita Ramadianti Artanti Callista Raihan Asma Rozak Nada Yuniar Bayaksud, Najwa Deswatik, Mezza 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 Ocktin Mahashelly Elok Setya Purwaningrum, Elisabeth Worobroto Puteri, Adelia Aprilliani 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 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 Wahyu Diny Sujannah Widya Caterina Perdhani Yanik Lailinas Sakinah Yulia Hapsari Yulia Hapsari Zuliati Rohmah, Zuliati