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All Journal Jurnal Inspirasi Pendidikan Journal of Education And Research Journal of Applied Linguistics and English Education
Wafiroh, Laili Hibatin
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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MAJAPAHIT CULTURE AS A PEDAGOGICAL TOOL: BRIDGING HISTORY AND LANGUAGE IN BIPA PROGRAMS Panggalih, Wahyun Bardianing; Wibowo, Amiruddin Hadi; Muharlisiani, Lusy Tunik; Wafiroh, Laili Hibatin
Journal of Education and Research Vol. 3 No. 2 (2024): DESEMBER 2024
Publisher : IKIP Widya Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/jedarr.v3i2.204

Abstract

This study investigates the integration of ethnoliteracy strategies grounded in Majapahit culture within BIPA programs to enhance linguistic skills, intercultural awareness, and learner engagement. Employing a qualitative methodology, the research involved semi-structured interviews, reflective journals, and classroom observations to collect data from participants. Thematic analysis and triangulation were used to identify recurring themes and validate findings. Results indicate that the incorporation of Majapahit cultural elements, such as proverbs and folktales, significantly improved participants' language retention, practical application, and cultural empathy. Participants reported heightened motivation and a deeper connection to Bahasa Indonesia as a living language intertwined with history and cultural values. This study highlights the transformative potential of integrating local heritage into language education and offers practical implications for designing culturally responsive curricula in BIPA programs.
Parents’ Supports Toward EFL Students’ Excellent Class English Communicative Competence in Sma Antartika Sidoarjo Hidayatullah, Anggiek Safaat; Wafiroh, Laili Hibatin; Andanty, Ferra Dian
Journal of Applied Linguistics and English Education Vol 2 No 2 (2024): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/e1t83469

Abstract

The purpose of this study is to explore the types and implementation of parental support for EFL students' advanced classes that focus on communicative competence. This study is formulated based on research questions. Therefore, the problem identified is that English is an important language and students feel that oral and written subjects in English learning are problematic. This study uses qualitative case studies to answer the research questions. Semi-structured interviews were used to collect data. Six parents and their children participated in the interviews. The data collection will be validated using theoretical triangulation. The findings represent the implementation of parental support. It can be concluded that there are three types of support and implementation. Parents need to improve their knowledge of English, because English has become very important, even for everyday use.
Enhancing EFL reading comprehension and motivation through interactive gamified learning in Indonesia Iswanto, Achmad Rahman; Sabat, Yuliyanto; Wafiroh, Laili Hibatin
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13662

Abstract

Teaching English as a Foreign Language (EFL) in Indonesian secondary schools continues to face major challenges due to students' weak reading comprehension. This study aims to evaluate the effectiveness of the Wayground gamified learning platform in improving reading comprehension and learning motivation among Indonesian secondary students of English as a Foreign Language (EFL). This study addresses the critical challenges of low literacy rates and high reading anxiety in the digital age. A quasi-experimental design was used, involving 60 tenth-grade students at SMAN 2 Sampang, who were divided into an experimental group using Wayground and a control group using traditional teacher-centered instruction. Data were collected over six weeks using a 20-item reading comprehension test and a modified Instructional Materials Motivation Survey (IMMS) based on Keller's ARCS model. Descriptive and inferential statistics, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test, were used for data analysis. The results showed that students in the experimental group significantly outperformed the control group, achieving a post-test average of 85.43 compared to 71.07. In addition, student motivation in all ARCS dimensions reached high levels, with the highest satisfaction scores. It was concluded that Wayground served as a powerful catalyst, transforming passive reading activities into student-centered, interactive experiences while effectively mitigating cognitive fatigue. These findings indicate that integrating Wayground's interactive, gamified learning into the curriculum provides a fundamental basis for promoting learner autonomy and improving literacy outcomes in 21st-century education.
Digital game-based learning: A catalyst for EFL self-efficacy among Indonesian vocational students Zuhriya, Nurul Aminatus; Sabat, Yuliyanto; Wafiroh, Laili Hibatin
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13664

Abstract

While student engagement often is unstable in vocational EFL settings, Digital Game-Based Learning (DGBL) offers a dynamic solution through its interactive framework. This study evaluates how the Wayground platform serves as a catalyst for boosting self-efficacy among Indonesian vocational students. Using a pre-experimental one-group pretest-posttest design, we observed 36 tenth-grade students majoring in Pharmaceutical Engineering at SMK Negeri 1 Sampang (Academic Year 2025/2026). Data collection relied on an EFL self-efficacy questionnaire paired with authentic Wayground activity logs. Statistical analysis was conducted using the Paired-Samples T-test, which indicated a significant increase in self-efficacy (t(35) = -17.955, p < 0.001) with a large effect size (Cohen's d = 2.99). The findings indicate that the use of Wayground-based DGBL is associated with a substantial increase in vocational students' EFL self-efficacy. These results suggest that gamified learning environments may offer a promising pedagogical alternative for fostering self-efficacy among vocational EFL students
Co-Authors Andanty, Ferra Dian Hidayatullah, Anggiek Safaat Iswanto, Achmad Rahman Lusy Tunik Muharlisiani Panggalih, Wahyun Bardianing Wibowo, Amiruddin Hadi Yuliyanto Sabat, Yuliyanto Zuhriya, Nurul Aminatus