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p-Index From 2020 - 2025
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This Author published in this journals
All Journal English Language Teaching Journal Journal of English Language and Pedagogy
Shofi Zuhri, Moh
Unknown Affiliation
Humanities Languange, Linguistic, Communication & Media

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Psychological Issues Encountered By Students In Learning English Within The Pesantren Environment Nashihin, Muhammad; Shofi Zuhri, Moh; Kavin Lidinillah, Moh
JELP Journal of English Language and Pedagogy Vol. 3 No. 1 (2024): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v3i1.2043

Abstract

The prominence of the English language in various global domains has positioned it as the most dominant international language. However, learning English, especially within Islamic boarding schools ("pesantren"), presents unique challenges. This study focuses on the psychological issues faced by students when learning English within the pesantren context. Three significant psychological problems were identified through observations and interviews with 30 students: lack of learning motivation, lack of self-confidence, and excessive anxiety. Firstly, the lack of learning motivation stems from factors like academic boredom, inadequate understanding of material relevance, and perceived irrelevance of English. This study emphasizes the negative correlation between learning motivation and academic performance, highlighting the need for engaging teaching methods. Secondly, the lack of self-confidence affects students' academic performance. Social comparisons and feelings of inadequacy due to past experiences hinder students' self-assurance. Psychological support programs are necessary to bolster self-confidence and overcome these challenges. Thirdly, excessive anxiety in the academic environment adversely impacts students' performance. The correlation between anxiety levels and academic performance underscores the importance of holistic approaches to manage anxiety. Creating a relaxed environment, offering counseling support, and teaching stress management skills can assist students in coping effectively. The study highlights the crucial role of addressing psychological challenges to enhance students' academic performance. Teachers, institutions, and counselors should collaborate to address learning motivation, self-confidence, and anxiety, optimizing students' potential within a supportive educational context
Gamifying Grammar: Enhancing Students’ Motivation Through Digital Game-Based Learning in EFL Classroom Shofi Zuhri, Moh; Kavin Lidinillah, Moh; Nashihin, Muhammad
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1929

Abstract

This study investigates the impact of digital-based gamification on students’ motivation and grammar comprehension in English as a Foreign Language (EFL) classroom. Grammar learning is often perceived as difficult and monotonous, which can reduce engagement and mastery. To address this challenge, Digital Game-Based Learning (DGBL) was implemented, integrating elements such as points, challenges, leaderboards, and instant feedback to create an interactive and motivating environment. A mixed-method design was employed, including pre-tests and post-tests to measure grammar comprehension, motivation questionnaires to assess engagement, semi-structured interviews to explore students’ perceptions, and classroom observations to monitor participation. Findings reveal that DGBL significantly improved both grammar understanding and student motivation. Students reported that gamified activities were enjoyable, challenging, and supported independent learning, while quantitative data indicated higher post-test scores and increased motivation levels. These results suggest that digital-based gamification can be an effective instructional strategy to enhance active participation, comprehension, and learner autonomy in EFL grammar instruction. However, careful consideration is needed to ensure equitable access to technology and alignment of game elements with learning objectives. Overall, the study highlights the potential of gamification to transform grammar learning into a more engaging and effective educational experience.
Co-Authors Kavin Lidinillah, Moh Muhammad Nashihin