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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture JEELS (Journal of English Education and Linguistics Studies)
Khaerani, Nadya Shifa
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Education Languange, Linguistic, Communication & Media

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EFL Students’ Learning Engagement in The Post Pandemic Era Khaerani, Nadya Shifa; Lintangsari, Alies Poetri; Gayatri, Putri
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.869

Abstract

The Indonesian government implemented online learning during the pandemic due to the spread of Covid-19.  Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.
EFL Students’ Learning Engagement in The Post Pandemic Era Khaerani, Nadya Shifa; Lintangsari, Alies Poetri; Gayatri, Putri
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.869

Abstract

The Indonesian government implemented online learning during the pandemic due to the spread of Covid-19.  Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.
Enhancing Vocabulary Learning in Diverse EFL Classrooms: Integrating PPP Method with Pear Deck and Flashcard Factory Khaerani, Nadya Shifa; Amri, M. Misbahul; Setyowati, Lestari
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/s0h22b35

Abstract

This study aimed to examine the effectiveness of integrating Pear Deck and the Flashcard Factory features with the Presentation, Practice, and Production (PPP) method in enhancing students’ vocabulary skills in a mixed-ability classroom. The study employed a mixed-methods design with 36 students from two mixed-ability classes at PKBM (Community Service). Quantitative data were collected using a quasi-experimental method, which relied on pre- and post-test results, and analyzed with t-tests and descriptive statistics in SPSS. The results showed that the experimental group experienced a significant increase in vocabulary mastery, with a rise of 8.85 points compared to the control group of 1.93 (p < 0.001) with all slow-learner students experiencing an increase in scores, which confirmed the alternative hypothesis (H₁) that the use of PPP, Pear Deck and Flashcard Factory was effective in improving students' vocabulary. However, qualitative interview data analyzed using thematic analysis revealed mixed results among high-achieving students. Qualitative results showed that students found the vocabulary learning process more interesting and well-structured than the conventional one. However, there were challenges in terms of the pace of learning, as well as too much media that actually disrupted concentration.
Exploring Translanguaging and Trans-semiotizing for Students with Intellectual Disabilities Damayanti, Siti Alpiyah; Yannuar, Nurenzia; Zubaidi, Nanang; Khaerani, Nadya Shifa
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/kzxhjv52

Abstract

This study explores translanguaging and trans-semiotizing in employment, benefits and challenges, and situations facilitated or hindering the learning process in special needs education for students with intellectual disabilities in Indonesia. This research conducted a case study on two English teachers in SLBN 3 Banjarmasin. With a qualitative approach, with data collected through semi-structured interviews and classroom observations on intellectual disabilities classroom, for the junior high school. Results from two teachers show that both teachers use three languages; Banjar (local language), Indonesian, and English. They also employ various semiotic modes to increase students’ understanding, create a comfortable learning environment, and reduce academic pressure. The challenges faced by teachers include differences in mother tongue between teachers and students, spent time in lesson preparation and implementation. In conclusion, translanguaging and trans-semiotizing help students who have difficulty understanding vocabulary. However, excessive use without careful planning or without balancing verbal and non-verbal modes, makes students completely dependent on their mother tongue and semiotic signs, this can actually hinder verbal language skills and hinder students' progress in learning the target language.
Co-Authors Alies Poetri Lintangsari Damayanti, Siti Alpiyah Gayatri, Putri Lestari Setyowati M. Misbahul Amri Nanang Zubaidi Nurenzia Yannuar