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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
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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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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.
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