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All Journal Jurnal Tatsqif Journal of English Education Forum (JEEF)
Malisa Malisa
Monash University
Education Languange, Linguistic, Communication & Media Social Sciences

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EFL STUDENTS’ VOICES ON BLENDED LEARNING: PREFERENCES AND CHALLENGES Soni Ariawan; Lia Astuti Muliana Ningsih; Nurul Lailatul Khusniyah; Edi Sukmojati; Sulaiman Sulaiman; Siti Zurriyatun Sholihah; Malisa Malisa; Hilwa Alfiani Fitri; Zainal Abidin
Journal of English Education Forum (JEEF) Vol. 3 No. 1 (2023): JAN-JUN 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/j.v3i1.450

Abstract

The objective of the present research was to know how EFL students perceive blended learning by using LMS with Moodle in speaking class at State Islamic University of Mataram especially in English Language Education Study Program. This research employed mixed method by involving 94 students as the respondents to fill out the questionnaires ítems and were invited to the interview. It is found that students positively perceive the use of blended Learning using LMS in speaking class. Most of the students chose to “agree” and “neutral” on their responses to the questions. Furthermore, through the interview, they mostly view LMS positively. It means that Learning speaking with blended learning using LMS had a good impact on them in learning process. Therefore, Blended Learning can be an alternative way in managing a learning process, especially during online learning. Challenges experienced by the students were also discussed in this study.
EFL STUDENTS’ PERCEPTIONS AND CHALLENGES IN USING SELF-RECORDED VIDEO (SRV) FOR SPEAKING PRACTICE Nur Hairunnisa' Annuri; Muhammad Mugni Assapari; Soni Ariawan; Malisa Malisa; Thanh Huy Nguyen
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15059

Abstract

Self-recorded video (SRV) has become a common digital task in EFL speaking classes, but its value needs to be understood beyond claims of direct speaking improvement. This study examines EFL students’ perceptions and challenges in using SRV as reflective speaking practice at the English Language Education Study Program of Universitas Islam Negeri Mataram. Using a descriptive mixed-methods design, data were collected from 70 third-semester students through a 16-item questionnaire and semi-structured interviews with six selected participants. Questionnaire responses were analysed descriptively, while interview data were interpreted thematically to explain students’ learning experiences. The findings show that SRV was perceived as useful because it gave students time to prepare, record, review, and revise their speaking performance. Students reported stronger self-awareness, especially in pronunciation, fluency, vocabulary use, and idea organisation, and many felt more confident because they could practise without the immediate pressure of live classroom performance. However, SRV also c reated challenges related to technical problems, editing skills, background noise, repeated recording, content organisation, camera anxiety, grammar monitoring, and script dependency. The study concludes that SRV is best used as a complementary reflective task supported by clear guidelines, feedback, and flexible implementation rather than as a substitute for classroom interaction.
Co-Authors Edi Sukmojati Hilwa Alfiani Fitri Lia Astuti Muliana Ningsih Muhammad Mugni Assapari Nur Hairunnisa' Annuri Nurul Lailatul Khusniyah Siti Zurriyatun Sholihah Soni Ariawan Sulaiman Sulaiman Thanh Huy Nguyen Zainal Abidin