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THE IMPACT OF VIRTUAL VIDEO PROJECT ON STUDENTS’ ENGLISH LEARNING ENGAGEMENT Asfihana, Raida; Rafiqa, Rafiqa; Iskandar, Iskandar; Rahayu, Puji Sri; Fuentes, Anne Shangrila
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.6483

This paper examines how Project-Based Learning (PjBL) affects students' engagement in English when taught in a virtual learning environment. The case study was classroom-based and used data collected through interviews with twenty-five participants engaged in a virtual PjBL enactment. The data were analyzed using thematic analysis, while member checking was also used to ensure the data’s trustworthiness. The study found that the PjBL enactment had improved students’ learning engagement in three ways. First, the cognitive impact was seen in the participants’ experiences of a culture of self-directed learning where they were involved in the inquiry process through scaffolding activities. Second, their behavioral engagement was seen in their active involvement in project presentations and their shift in attitude towards the use of technology in virtual PjBL. Finally, their emotional engagement was reflected in the increased personal self-esteem and the change in the lecturer-student interaction. This research suggests that PjBL should be used more extensively in virtual classrooms because it positively impacts the students’ learning engagement and boosts their motivation to learn English.

EXPERIENCES OF ABILITY GROUPING (A CASE STUDY AT ENGLISH EDUCATION DEPARTMENT UIN ANTASARI) Hizriani, Nani; Saadillah, Saadillah; Rahayu, Puji Sri
LET: Linguistics, Literature and English Teaching Journal Vol. 8 No. 2 (2018)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v8i2.15649

Ability grouping is a common educational practice which is intended to improve education quality by grouping students together according to their achievements. This research focuses on the attitude and believes of the students and lecturers of English Education Department toward grouping ability in term of confidence, achievement, expectation, competition, cooperation and respect. This is a descriptive qualitative research since it is used to gain an understanding of underlying reasons, opinions, and motivations. The respondents of this research were students of academic year 2016, 2017 and 2018 and the lecturers. To collect the data, English proficiency test, questionnaires, and interview were used as the instruments. The findings from questionnaire and interviews mostly shows positive attitudes and believes toward ability grouping both from the students and the lecturers being investigated. There is little issue about respect experienced by some lecturers, yet, it is inconclusive. From the result, it is suggested that lecturers need to adjust materials, select appropriate techniques and methods to suit the students’ characteristics.

Bridging Ideas: How Mind Mapping Enhances Dialogic Collaborative Learning Outcomes Nor, Hidayah; Sarita, Erma; Rahayu, Puji Sri
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v7i2.642

Mind Mapping has gained recognition as a visual learning strategy that enhances comprehension and engagement. Yet, its application in dialogic collaborative learning within English Language Education remains underexplored. This study explores students’ perceptions of Mind Mapping as a collaborative learning tool, highlighting its pedagogical potential and challenges in higher education. Conducted at Antasari State Islamic University Banjarmasin, the research involved six English Language Education students from the 2022 cohort. Data were gathered through in-depth semi-structured interviews and analyzed using Miles and Huberman’s Interactive Model to identify key themes. Findings reveal that students view Mind Mapping as a productive tool that simplifies complex material, promotes dialogic interaction, and fosters creativity and critical thinking through deeper content engagement. However, three main challenges emerged: (1) differing preferences for digital versus manual mapping, (2) unequal participation among group members, and (3) excessive focus on visual aesthetics over content depth. The study concludes that effective integration of Mind Mapping in collaborative learning requires teacher facilitation, explicit guidance, and a balanced emphasis on both form and meaning. These insights contribute to research on collaborative learning in English Language Education and offer practical implications for educators seeking to incorporate visual tools in EFL contexts.

CHALLENGES FACED BY STUDENTS IN STUDYING TARKÎB WITH ZOOM PLATFORM DURING PANDEMIC Muflichah, Siti; Darmawaty, Ridha; Rahayu, Puji Sri
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 8 No. 2 (2021)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v8i2.17797

This paper discusses the difficulties of Arabic department students when dealing with Tarkîb al-Marfû’ât subject and the using of Zoom/forced technology due to the Covid-19 pandemic. Using the qualitative approach, this paper aimed to explore whether students were negatively impacted by switch of learning mode to online. Interviews were conducted to nine students who live in remote areas, and it revealed that those students experienced delay in learning the subject due to their lack of the internet availability. Teaching activities were not optimal due to signal interference so that the exposure to the relevant material was not comprehensive. Moreover the students also lacked understanding to the subject because of the specific difficulty level of the subject. The students missed additional explanations and material from the lecturer, even equipped examples. This paper contributes to educational policies in the ways Indonesian government addresses distance learning for students in Islamic higher education.

Bridging Ideas: How Mind Mapping Enhances Dialogic Collaborative Learning Outcomes Nor, Hidayah; Sarita, Erma; Rahayu, Puji Sri
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v7i2.642

Mind Mapping has gained recognition as a visual learning strategy that enhances comprehension and engagement. Yet, its application in dialogic collaborative learning within English Language Education remains underexplored. This study explores students’ perceptions of Mind Mapping as a collaborative learning tool, highlighting its pedagogical potential and challenges in higher education. Conducted at Antasari State Islamic University Banjarmasin, the research involved six English Language Education students from the 2022 cohort. Data were gathered through in-depth semi-structured interviews and analyzed using Miles and Huberman’s Interactive Model to identify key themes. Findings reveal that students view Mind Mapping as a productive tool that simplifies complex material, promotes dialogic interaction, and fosters creativity and critical thinking through deeper content engagement. However, three main challenges emerged: (1) differing preferences for digital versus manual mapping, (2) unequal participation among group members, and (3) excessive focus on visual aesthetics over content depth. The study concludes that effective integration of Mind Mapping in collaborative learning requires teacher facilitation, explicit guidance, and a balanced emphasis on both form and meaning. These insights contribute to research on collaborative learning in English Language Education and offer practical implications for educators seeking to incorporate visual tools in EFL contexts.

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