Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Tell : Teaching of English Language and Literature Journal English Education: English Journal for Teaching and Learning
Krisna Adi Prayoga
Universitas Islam Kadiri
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Students’ Experiences in an LMS‑Based Basic Reading Course: A Narrative Inquiry Irwan Sulistyanto; Erwin Hari Kurniawan; Angga Prasongko; Wildan Isna Asyhar; Krisna Adi Prayoga
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.19788

Abstract

This study explores first‑semester students’ experiences in navigating an LMS‑based Basic Reading course at an Indonesian university. The transition into digitally mediated reading instruction often introduces emotional, technical, and cognitive challenges for novice LMS users. Using a narrative inquiry approach, three students were interviewed to capture their learning trajectories, difficulties, and evolving perceptions across a 16‑session semester. The findings indicate that students initially struggled with LMS navigation, digital submission procedures, and unstable internet connectivity, which triggered confusion, anxiety, and fear of missing deadlines. As they gained procedural familiarity through repeated exposure, peer support, and independent exploration their confidence increased and emotional tension gradually decreased. The LMS was perceived to offer benefits such as centralized materials, flexible access, and efficient task management, although issues related to unclear notifications and inconsistent deadline settings remained problematic. This study highlights that LMS‑mediated reading instruction can enhance autonomy and accessibility for novice learners, but its effectiveness depends on reliable infrastructure, transparent digital guidelines, and structured onboarding to support students’ emotional and academic adjustment.
Fostering Reading Comprehension: Exploring EFL-Students’ Perception Using Quizizz and Its Relation to Their Proficiency Irwan Sulistyanto; Krisna Adi Prayoga
Tell : Teaching of English Language and Literature Journal Vol 13 No 1 (2025): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i1.25618

Abstract

This study explores EFL students' perceptions of using Quizizz as an assessment tool in Basic Reading class and examines its correlation with their reading proficiency. A survey was conducted among 25 students using a closed-ended questionnaire, and their reading proficiency was assessed using final test scores. The findings reveal that students generally have a positive perception of Quizizz, particularly in terms of its interactive features, motivation enhancement, and immediate feedback. Correlation analysis indicates a significant relationship between students' perceptions and their reading proficiency, suggesting that higher engagement with Quizizz is associated with better reading outcomes. However, some technical difficulties and accessibility challenges were noted, emphasizing the need for additional training and support. The study concludes that integrating Quizizz in reading instruction enhances student engagement and proficiency, though further research is needed to explore long-term effects and broader implementation strategies.
Co-Authors Angga Prasongko Erwin Hari Kurniawan Irwan Sulistyanto Wildan Isna Asyhar