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All Journal JELLT (Journal of English Language and Language Teaching) SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora JISAE (Journal of Indonesian Student Assesment and Evaluation) Journal of English Language and Pedagogy Jurnal Wahana Pendidikan Prominent : Journal of English Studies Borneo Educational Journal (Borju) Educenter: Jurnal Ilmiah Pendidikan Journal of General Education and Humanities Tamansiswa International Journal in Education and Science (TIJES) Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Rozanah Katrina Herda
Universitas Negeri Yogyakarta
Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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A Preliminary Study on The Speaking Confidence of Non-Formal Learners in Indonesia through TikTok-Based Learning Difanti Alfina Damayanti; Rozanah Katrina Herda; Sara Wendt
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22152

Abstract

In the 21st century, education requires learners to develop cognitive knowledge alongside critical thinking, creativity, collaboration, and communication skills, with English serving as a key medium for global interaction and professional growth. Adult learners in non-formal settings, such as a non-formal education institution in Magelang, Indonesia, often face challenges in speaking due to anxiety, limited exposure, low self-efficacy, and competing work–family responsibilities. This descriptive qualitative study aimed to describe classroom conditions and learner participation, identify indicators of speaking confidence, and explore the potential of TikTok from a teacher's perspective. Data were collected through classroom observations and semi-structured interviews, and then analysed thematically. Findings revealed that psychological barriers, teacher-centred instruction, minimal feedback, and contextual fatigue hinder participation and fluency, while TikTok promotes confidence through rehearsal, creativity, peer interaction, and reduced performance pressure. The study concludes that supportive feedback, learner-centred approaches, and careful digital integration can enhance motivation and speaking skills. The implications emphasise the need for emotionally safe learning environments, teacher development in providing constructive feedback, and attention to digital privacy. Future research should employ mixed-methods, longitudinal tracking, and multi-site frameworks to explore how digital platforms and teacher assistance can further enhance speaking confidence in diverse non-formal EFL contexts.
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Rozanah Katrina Herda; Kiki Juli Anggoro; Ana Mae M. Monteza; Nur Hidayanto Pancoro Setyo Putro; Maida Cinta Islami; Eko Wardoyo; Nunik Sugesti
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
The Use of Mendeley Application to Avoid Plagiarism: A Case Study in Indonesia’s Tertiary Educatio Sharizan Sharizan; Alissa Rahmasari; Kheisen Eiden; Yuyun Yulia; Rozanah Katrina Herda; Elizaveta Ivashova
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18424

Abstract

The Mendeley and other automatic citation applications are used to help make the writing process more effective and avoid plagiarism. It is used massively in this digital age. Then, this case study aims to explore the motives behind plagiarism and the role of the Mendeley application and other online tools in avoiding plagiarism in Indonesia’s tertiary education. The primary data was gathered by interviewing five master's students from one of the public universities in Indonesia. Then, the data is processed by transcribing, coding, selective, and axial coding. The results show five primary motives for plagiarism based on the interview: the lack of awareness and understanding of plagiarism, negative personal attitude, the ease of internet access, pressure from several aspects, lack of competency, and institutional factors. In terms of the role of Mendeley's application to avoid plagiarism, it is adequate to confirm, justify, and claim the issue conveyed in scientific work, highlight a particular idea, criticize or approve the premise of others, and build the argument. It can be concluded that there are various reasons scholars commit plagiarism, and the Mendeley application, as well as some other artificial intelligence tools, can help to avoid it. However, scholars need to uphold academic integrity and understand the use of the Mendeley application for educational purposes
AI Tools for Personalized English Learning: Bridging the Gap Between Technology and Language Acquisition Abdullah Kafabih; Morista Sasi Apriliana; Nanda Ardianing Putri; Eko Wardoyo; Siki Tyas Retnani; Rozanah Katrina Herda; Sheikha Majid
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22475

Abstract

Language learning has become increasingly effective with the support of artificial intelligence, particularly in English language learning contexts. This study aims to explore how English as a Foreign Language learners utilize artificial intelligence to support personalized learning and to examine their perceptions of this technology. The study employed an explanatory sequential mixed methods design, beginning with quantitative data collection followed by qualitative exploration. Quantitative data were collected through a structured questionnaire involving 200 undergraduate learners from the English Education Department of a public university in Indonesia, while qualitative data were obtained through semi structured interviews with 10 selected participants. Quantitative data were analyzed using descriptive statistics and qualitative data were examined through thematic analysis. The findings indicate that artificial intelligence features such as real time feedback, adaptive content, voice recognition, and gamified tasks contribute to improvements in learners’ writing, reading, speaking, and listening skills. In addition, artificial intelligence provides interactive and accessible learning support that allows learners to engage flexibly in personalized learning. However, limitations related to meaningful interaction and contextual understanding remain challenges when artificial intelligence is not used judiciously.
Exploring the ESP Students' Voices on the Integrated English Skills for Professional Context Rozanah Katrina Herda; Bonifasia Ekta Fima Natalia; Zohaib Hassan Sain
Prominent Vol. 8 No. 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.14724

Abstract

In today’s globalized world, proficiency in English has become a vital skill for students pursuing careers in various professional fields. For accounting students, mastering integrated English skills is essential for success in their academic and professional endeavours. This study explores students' perceptions of the importance of integrated English skills for professional contexts and examines how these skills impact their academic performance and success. The participants were 47 undergraduate students from non-English departments, majoring in Accounting. The combination of quantitative and qualitative approaches allows for a comprehensive understanding of the students’ perspectives by distributing questionnaires and conducting semi-structured interviews. The findings showed that students perceive proficiency in all four language skills as essential for their future professional contexts, particularly in the accounting field. This study highlights several advantages of mastering integrated English skills for accounting students, emphasizing the practical benefits these skills bring to their academic and professional lives. Furthermore, by focusing on their perspectives, this study contributes to a more inclusive understanding of how integrated English skills are developed and utilized in real-world professional settings.
Instructors’ voice on giving students provisional grades: the case of a state university in Southern Philippines Sheen Marie S. Puno; Arnel S. Travero; Jackielyn U. Abao; Ima Widyastuti; Rozanah Katrina Herda
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 10 No 2 (2024): August 2024
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v10i2.17022

Abstract

During the course of the COVID-19 pandemic, universities and colleges opted to give students provisional (P) grades instead of directly failing the students who had not complied with academic requirements. This study presents the voices of the instructors of a University in Southern Philippines on giving students provisional grades. The participants of the study were the instructors from the three colleges of the University. The study was qualitative, and open-ended questions were used to gather data through interviews. Content analysis was used to analyze the data gathered. Themes generated from the participants include challenges in interacting with students, students’ lack of concentration, students’ lack of compliance, and students taking advantage of provisional grades. With this, the researchers recommend that the University should provide training and seminars to the instructors and students on topics such as mental health awareness, advocacy, and digital literacy. Moreover, whenever the University comes up with a new policy, it is beneficial to ask for feedback from stakeholders to gain insights into how the policy might affect them and ensure that their rights will be respected and upheld. This is to ensure that the policy is fair, transparent, and equitable
The Influence of Brain Rot on Speaking Learning Strategies among Junior High School Students Risma Novita Sari; Purwanti Widhy Hastuti; Rozanah Katrina Herda; Elizaveta Evgenievna Ivashova
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6770

Abstract

The massive growth of technology has transformed the learning environment for young generations. This (new) learning environment offers both benefits and challenges, such as brain rot phenomenon. Brain rot refers to cognitive decline, resulting from excessive screen time and overconsumption of short-duration content. Thus, this study examines whether brain rot affects speaking learning strategies among junior high school students, who are part of Gen Alpha and born as digital natives. A mixed-methods approach was applied, involving 64 students who completed questionnaires, followed by interviews with six participants. The findings indicate that students’ brain rot levels are generally low to moderate, while their speaking learning strategies are at moderate levels, with higher use of metacognitive and socio-affective strategies compared to cognitive strategies. Linear Regression analysis shows that brain rot has a significant and negative effect on speaking learning strategies, explaining 19.6% of the variance. The interviews confirm that excessive screen time leads to cognitive fatigue and cognitive load. These results highlight the need for teachers and parents to monitor students’ digital media use.
Co-Authors Abdullah Kafabih Alissa Rahmasari Ana Mae M. Monteza Angga Damayanto Arnel S. Travero Bazilah Raihan Binti Mat Shawal Bazilah Raihan Mat Shawal Binar Winantaka Bonifasia Ekta Fima Natalia Difanti Alfina Damayanti Eko Wardoyo Elizaveta Evgenievna Ivashova Elizaveta Ivashova Fajar Sidik Fauziyyah Mufida Suni Firmansyah, Firmansyah Ima Widyastuti Jackielyn U. Abao Jeffri Dian Andika Kheisen Eiden Kiki Juli Anggoro Krisna Wijaya Leong Jin Jee Maida Cinta Islami Margana Margana Maria Corazon Saturnina A Castro Morista Sasi Apriliana Mutiara Angelina Octavia Subekti Nanda Ardianing Putri Natalya Andreevna Karelina Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Purwanti Widhy Hastuti Risma Novita Sari RR. Ella Evrita Hestiandari Sara Wendt Sharizan Sharizan Sheen Marie S. Puno Sheikha Majid Sheikha Majid Siki Tyas Retnani Syafruddin Syafruddin Yuyun Yulia Zohaib Hassan Sain