Article Per Year (5 Year)
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All Journal ELITE Journal: Journal of English Linguistics, Literature, and Education ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial PANYONARA: Journal of English Education MUBTADI: Jurnal Pendidikan Ibtidaiyah
Rabiah
IAIN Madura, East Java, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Utilizing Google Doc to Promote Students Teamwork in Finishing the Assignment Rabiah; Wahab Syakirul Alim; Achmad Baidawi
ELITE JOURNAL Vol 5 No 3 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

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Abstract

ABSTRACTThis research aims to reveal how google doc facilitates the students in finishing their final project assignment namely making english paper and the advantages of using google doc in teaching and learning process. The approach of this research is qualitative in case study design. The research took place in IAIN Madura, especially the fifth semester of the English Teaching and Learning Program. 26 participants were selected to be part of this research. To achieve the research goal two instruments were used, they are observation and interview. The research findings describe that google doc not only promotes the students to work in a team but also simplify the students in finishing their task efficiently. Keywords: google doc, team work, assignment
Gamification and Interactive Learning: Enhancing Students Engagement and Proficiency Outcomes Rabi'ah; Yoyok Hadiwinarso; Jannah, Raudlatul
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 1st International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v1i.19133

Abstract

This research investigates the effectiveness of gamification and interactive learning strategies in enhancing student engagement and language acquisition, addressing a critical gap in empirical evidence regarding their impact on motivation and achievement among language learners. Employing a qualitative approach, this study collected data through interview and classroom observations to know the students responses in using innovative method like gamification. The findings reveal that gamified elements, such as point scoring, competition, and interactive tasks, significantly boost student motivation and participation, leading to measurable improvements in language proficiency compared to traditional instructional methods. Furthermore, qualitative feedback from participants reveals that these tactics promote a more dynamic and supportive learning environment, which benefits both educators and students. Finally, the implications of this study advocate for the integration of gamification in language education curricula, suggesting that enhancing engagement through innovative teaching methods can foster greater language competency and readiness for communication challenges, influencing educational practices and policies in the field.
Comparative Experiences of EFL Students Using Gamified Versus Traditional Web-Based Grammar Practice: A Qualitative Case Study Baidawi, Achmad; Rabi'ah, Rabi'ah; Habibullah, Mosleh; Virdyna, Nina Khayatul
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21322

Abstract

The increasing use of digital tools in English as a Foreign Language (EFL) instruction has transformed grammar learning, offering contrasting affordances. This study explored how university-level EFL students in Indonesia experience gamified (Quizizz) versus traditional web-based grammar platforms. Adopting a qualitative case study with 30 participants, data were collected through classroom observations and semi-structured questionnaires based on 15 behaviorally anchored indicators aligned with three research questions. Findings revealed that Quizizz heightened engagement through competitive elements, immediate feedback, and peer interaction—though some learners experienced stress due to time constraints. In contrast, traditional grammar websites promoted self-paced study, detailed explanations, and conceptual clarity, albeit with lower interaction and occasional disengagement. Cross-platform comparison showed learners valued both tools: Quizizz for motivational drill practice and traditional platforms for in-depth understanding and exam preparation. These insights suggest that neither platform alone is universally optimal. A blended instructional approach, combining gamified engagement with structured guidance, offers a more balanced grammar learning experience tailored to diverse learner preferences. Future research should include longitudinal and comparative designs across proficiency levels and integrate theoretical perspectives such as Self-Determination Theory and the Technology Acceptance Model to further elucidate learners' motivation and platform use.
Encouraging Students’ Understanding on Learning Phonology Through Native Speakers’ Videos on YouTube Rabi'ah; Baidawi, Achmad
PANYONARA: Journal of English Education Vol. 5 No. 2 (2023): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v5i2.9758

Abstract

The goal of teaching and learning in the class is to make the students understand the material. The goal can be reached if the learners are highly motivated to learn and the lecturer can deliver the material. Moreover, in English phonology, to make the students more understand and interested in learning it, the lecturers can use some media, like videos on YouTube, to support their teaching. So the students can comprehend English phonology entirely. The study is mainly intended to find the use of native speakers' videos in encouraging the students' understanding of learning English phonology and students' responses to those strategies. The design of the study was descriptive. The data were collected through classroom observation and a questionnaire. The research respondents were the 36 students of the English teaching-learning program. The result showed that using native speakers' videos on YouTube can encourage students' understanding of English phonology. So, using native speakers' videos in teaching English phonology is well-recommended.
THE EFFECT OF ANAGRAM ON STUDENTS' SPELLING PROFICIENCY: AN EXPERIMENT ON ELEMENTARY STUDENTS OF WIN INSTITUTE PAMEKASAN Rabi'ah
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 7 No. 1 (2025)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v7i1.19825

Abstract

This research investigates the impact of anagram-based learning strategies on students spelling abilities, addressing the critical research question of whether these strategies can enhance spelling proficiency compared to before and after treatment. To assess this, quantitative data were collected through standardized spelling assessments and performance metrics administered before and after the implementation of anagram exercises in the classroom setting. The findings reveal a statistically significant improvement in spelling scores among students who engaged with anagram-based activities, suggesting that these strategies not only foster greater engagement in the learning process but also lead to enhanced retention of spelling patterns and rules. The result of the research shows that Sig. (2-tailed) is 0.00 that lower than 0.05. It means that there is positive effect of anagram on students spelling proficiency. Furthermore, the significance of improved spelling abilities extends beyond. By enhancing student spelling capabilities through effective and interactive methods such as anagram exercises, the study contributes valuable insights that may inform instructional design and pedagogical approaches in educational settings.
Co-Authors Achmad Baidawi Achmad Baidawi Mosleh Habibullah, Mosleh Nina Khayatul Virdyna, Nina Khayatul Raudlatul Jannah Wahab Syakirul Alim Yoyok Hadiwinarso