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All Journal TEFLICS Language Circle : Journal of Language and Literature
Muzahira, Rofiatun
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Pecha Kucha: An Effective Strategy for Teaching Speaking in an Indonesian Junior High School Muzahira, Rofiatun; Zuhriyah, Mukminatus
Teaching English as Foreign Language, Literature and Linguisticss Vol. 4 No. 1 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i1.6212

Abstract

The students’ uninterest in joining their speaking class caused their low speaking skills. They were not interested because the strategy used by the English teacher when teaching was not interesting. Therefore, the researchers used Pecha Kucha strategy to teach them speaking in this present study. The objectives of this study were to know: (1) the students’ speaking skills before being taught using Pecha Kucha, (2) the students’ speaking skills after being taught using Pecha Kucha and (3) whether or not there was any significant effectiveness of using Pecha Kucha for teaching speaking. This pre-experimental study used a one group pre-test post-test design. This study was conducted in one of state junior high schools located in Diwek, Jombang, Indonesia. The population of this research was class VIII of that school. They consisted of 256 students. Meanwhile, the sample was class VIII B comprising of 32 students. This sample was taken using a purposive sampling. The instruments used for collecting the data were the pre-test and post-test. After the data were collected, the researchers analysed the data using statistical descriptive and a paired-sample t-test. The results indicated that: (1) the students’ speaking skills before the implementation of Pecha Kucha was low, (2) the students’ speaking skills after the implementation of Pecha Kucha was excellent and (3) Pecha Kucha was effective for teaching speaking. It is highly recommended that the students and the English teachers use Pecha Kucha in their speaking classes.
University Students’ Use of ICT in EFL Learning: An Investigation of Perceptions, Attitudes, and Competencies Azimah, Indi; Rahman, Trisnawati H.; Muzahira, Rofiatun; Soleh, Achmad Fathorrosi; Yunus, Muhammad
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.31064

Abstract

In the digital era, Information and Communication Technology (ICT) plays a critical role in shaping English as a Foreign Language (EFL) instruction. While prior studies have primarily focused on teachers’ perspectives, limited research has explored students’ experiences in using ICT to support language learning. This study investigates university students’ perceptions, attitudes, and self-reported digital competencies regarding ICT use in EFL learning. Employing a qualitative case study approach, data were collected through semi-structured interviews with three seventh-semester students from the English Language Education Program at Universitas Islam Malang. Thematic analysis revealed that students generally perceived ICT as beneficial for enhancing flexibility, motivation, and access to diverse language resources. Participants expressed positive emotional attitudes toward ICT integration but also reported challenges such as technical difficulties, inconsistent internet access, and limited guidance from instructors. Furthermore, students demonstrated varying levels of digital competence, indicating a digital divide in readiness and confidence. The findings suggest that while ICT holds great potential for enriching EFL learning, its effectiveness depends on students’ digital skills, institutional support, and the implementation of blended learning strategies. This study contributes to a more comprehensive understanding of student-centered ICT use in EFL contexts and highlights the need for inclusive, well-supported digital pedagogy.
Co-Authors Azimah, Indi Muhammad Yunus Mukminatus Zuhriyah, Mukminatus Rahman, Trisnawati H. Soleh, Achmad Fathorrosi