Article Per Year (5 Year)
p-Index From 2021 - 2026
3.964
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature MetaCommunication; Journal Of Communication Studies Pendas : Jurnah Ilmiah Pendidikan Dasar English Language and Literature International Conference (ELLiC) Proceedings Journal of English Education ELITE Journal: Journal of English Linguistics, Literature, and Education Klasikal: Journal of Education, Language Teaching and Science Sintuwu Maroso Journal of English Teaching Jurnal Pendidikan Dasar Perkhasa Jurnal Pendidikan dan Pengajaran (JPP) Journal of English Language and Education EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Journal of Instructional and Development Researches LETS: Journal of Linguistics and English Teaching Studies Journal of Literate of English Education Study Program (JLe) Jurnal Pendidikan Sains dan Komputer Amaliah: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Bhinneka Safari : Jurnal Pengabdian Masyarakat Indonesia Tamaddun Karunia: Jurnal Hasil Pengabdian Masyarakat Indonesia Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya JLE: Journal of Literate of English Education Study Program JURNAL PENDIDIKAN BAHASA Jurnal Pengabdian Masyarakat Mentari Contemporary Education and Community Engagement Axiology
Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita
Universitas Muhammadiyah Kendari
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
Students' Voices: Navigating Written Corrective Feedback in English Language Learning Tohamba, Citra Prasiska Puspita
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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

Abstract

Written Corrective Feedback (WCF) remains a widely practiced instructional strategy in English as a Foreign Language (EFL) classrooms, particularly for improving students’ writing accuracy, yet debates continue regarding its pedagogical value and the ways learners actually respond to it. While existing studies have examined the technical aspects of WCF, fewer have investigated how students perceive its usefulness and how their emotional reactions shape engagement with feedback. This study seeks to explore these dimensions by analyzing students’ preferences for different feedback types, their evaluations of WCF’s effectiveness, and the affective responses that accompany the process. Adopting a qualitative design, data were collected through surveys and semi-structured interviews with EFL learners from diverse academic backgrounds. The results suggest that although students generally recognize WCF as an essential tool for language development, their preferences vary: some favor direct feedback for its clarity, others prefer indirect or metalinguistic feedback for encouraging self-correction. Emotional responses were equally diverse, ranging from motivation, reassurance, and appreciation to frustration, anxiety, and even discouragement when feedback was perceived as overly critical. These emotional factors proved influential in determining the extent to which learners engaged with and acted upon the corrections provided. The study concludes that effective feedback practices require a balance between corrective and supportive elements, enabling learners to benefit cognitively while also maintaining confidence and resilience in the face of error correction. The findings hold significant implications for language teachers, emphasizing the importance of adopting feedback strategies that attend simultaneously to students’ linguistic needs and their affective well-being in order to cultivate sustainable writing development.
STRATEGI PEMBELAJARAN MENDALAM (DEEP LEARNING) DAN METODE IMPLEMENTASINYA PADA PENDIDIKAN DASAR: A SYSTEMATIC LITERATURE REVIEW Irwan, Alken; Efendi, Rendi Nur; Tohamba, Citra Prasiska Puspita; Fahmi, Fahmi; Aswita, Dian
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.6131

Abstract

Deep learning in elementary education has become increasingly relevant as 21st-century competencies emphasize conceptual understanding, transferability, and higher-order thinking skills from an early stage. This study aimed to synthesize deep learning strategies and their implementation methods in elementary education using a systematic literature review (SLR) approach based on PRISMA. The search process was conducted using keywords related to “deep learning” and “elementary education” across national and international academic databases, followed by screening based on inclusion–exclusion criteria and data extraction for thematic synthesis. Of the 30 documents identified, 20 studies met the criteria for analysis. The findings indicate that deep learning in elementary education is most commonly operationalized through project-based, problem-based, and inquiry-based strategies, strengthened by collaboration and reflection as cross-cutting elements. Recurring implementation patterns include contextual engagement, exploration, concept reinforcement, product or solution creation, presentation and feedback, and reflection, with authentic assessment (performance rubrics, portfolios, and self/peer assessment) ensuring learning depth. The most consistent impacts include improved conceptual understanding, enhanced critical thinking and problem-solving skills, and the development of communication and collaboration abilities. These findings highlight the importance of strengthening teachers’ capacity in designing tasks and authentic assessments, as well as providing institutional support to ensure sustainable implementation of deep learning in elementary education.
Exploring Students’ Perceptions of Google Classroom in English Reading Instruction: Benefits and Challenges in EFL Learning Yayan Sari; Citra Prasiska Puspita Tohamba; Faridawati Faridawati
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.721

Abstract

This study examines students’ perceptions of Google Classroom as a tool for English reading instruction, utilizing Davis' (1989) Technology Acceptance Model to explore the interplay of perceived usefulness and ease of use in shaping their experiences. Employing a qualitative research design, data were collected through semi-structured interviews with five second-semester English education students selected through purposive sampling. Thematic analysis revealed both positive and negative perceptions of the platform. Positive perceptions centered on its accessibility, usefulness, efficiency, flexibility, and user-friendly features, which supported students in organizing tasks, managing time, and accessing learning materials seamlessly. However, challenges included dependence on stable internet connections and limited interactivity, which hindered collaborative learning and engagement. These findings underscore the dual nature of Google Classroom as both a facilitator and a constraint in digital learning environments. The study highlights the need for improved infrastructure, professional development for educators, and integration of supplementary tools to address identified limitations. The results contribute to the growing body of literature on technology-enhanced learning and offer practical implications for optimizing the use of digital tools in English as a Foreign Language (EFL) education. Future research should explore blended learning models and the integration of interactive tools to enhance the effectiveness of LMS platforms in fostering active and equitable learning experiences.
Co-Authors A. Ainun Fadillah Abdul Hakim Abdul Halim Ahmad Azhari Al Kahfi Almuthmainnah, Almuthmainnah Amin Mubarak Ansyar, Muhammad Apriani Safitri Ashabul Kahfi Susanto Asniati Astri Ramadani Dian Aswita, Dian Edwar, Harisa Efendi, Rendi Nur Elsa Natasary elsa, elsa Fahmi Fahmi Faridawati Faridawati Faridawati Faridawati Faridawati, Faridawati H, Nurhikmah Hakim , Abdul Hardianti Hardianti, Hardianti Hesran, Wa Ode Iva, Muhammad Irvan Nur' Kisman Salija Leli Endistira lilis . Limbong, Sunarlia Muflihun, Muflihun Muh Sahir Muh Tinokabarak B Muh. Syukur Muhammad Basri Musdalifah Musdalifah Nerta, Priska Oktavia Nining Aria Nitit, Maria Susana Nur Aulia Rahma Nur Rizky Alfiany Nur Rizky Alfiany Nurhikma Patta, Naifah Mansyur Rahayu Rahayu Rahmiatin, Titin Rheza Yudha Pradana Ririn Syahriani Risal, Laode Risnajayanti Roy, Aiswarya Safitri, Nur Sagitayana, Elma Salam, Agung Surya Sarfat, Suci Yulkhafidzah Selvi Nezalasmi Syarif Amin Syarif, Andi Rachmawati Tumonglo, Yunita Ukbayana Ukbayana Wa Ode Hesran Wa Ode Rahayu Wilin Apriani Harjarombe Windy Eka Pratama Yayan Sari Yoesanti, Adi Yuliana Sain Yuniarti Yuniarti