Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal International Journal of English Education and Linguistics (IJoEEL) Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai
Kurniawati, Bachrijah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
An Exploration of Students' Perspectives on the Use of Digital Media in English Language Learning at SMAN 10 Surabaya Umar, Aisya Fadila Firdaus; Rakhmawati, Rakhmawati; Kurniawati, Bachrijah
Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai Vol 5, No 02 (2025): ENSIKLOPEDIA: Jurnal Pendidikan dan Inovasi Pembelajaran
Publisher : Universitas Sang Bumi Ruwa Jurai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24967/esp.v5i02.4459

Abstract

This study aims to explore the perspectives of eleventh-grade students at SMAN 10 Surabaya on the use of digital media in English language learning. The study focuses on their classroom experiences during a teaching practice where various digital tools were integrated into lessons. Using a descriptive quantitative design with qualitative interpretation, data were collected through questionnaires distributed via Google Forms. The data were analyzed using descriptive quantitative analysis, involving percentage summaries and qualitative interpretation to describe students’ overall perceptions. The study evaluated students’ satisfaction, perceived benefits, motivation, and their understanding of grammar through digital media. The results revealed that students generally had positive perceptions of digital media, reporting increased motivation, engagement, and improved comprehension. However, a few students encountered difficulties related to digital literacy and performance pressure during gamified learning. These findings imply that teachers should integrate digital media tools strategically to create engaging, student-centered learning environments. Teachers are encouraged to balance interactive and competitive elements with supportive feedback to ensure that all students feel comfortable and confident during digital activities. Future research could combine quantitative data with in-depth interviews to gain a more comprehensive understanding of students’ experiences and challenges in using digital media.
Student’s Perceptions of Differentiated Learning in EFL Classroom Kamila, Bintana Cahya; Rakhmawati, Rakhmawati; Kurniawati, Bachrijah
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12649

Abstract

This study investigates students’ perceptions of differentiated learning in an English as a Foreign Language (EFL) classroom, emphasizing four key dimensions: acceptance of differentiated learning, instructional strategies, learning environment, and learning outcomes. The research was conducted with 35 students from class XI-E at SMAN 10 Surabaya, who responded to a questionnaire designed to measure their experiences and attitudes toward differentiated instruction. The findings reveal that students generally expressed positive responses to the implementation of differentiated learning. They agreed that the classroom environment and teaching approaches were supportive of their individual preferences and meeting the learning outcomes, particularly when activities were tailored to visual, auditory, and kinesthetic (VAK) learning styles. This indicates that differentiated learning has the potential to foster inclusivity by addressing diverse needs within the same classroom. Although all four dimensions received average to high scores, instructional strategies were rated somewhat lower compared to other aspects, highlighting the necessity for further refinement in the delivery of differentiated methods. The results suggest that, while differentiated learning can create a more engaging and meaningful experience for students, its success depends on the teacher advanced skills in implementing the method and development while also the active involvement of the student itself. Overall, the study underscores differentiated learning as a promising approach in enhancing EFL learning.
Co-Authors Kamila, Bintana Cahya Rakhmawati Rakhmawati Umar, Aisya Fadila Firdaus