Garuda - Garba Rujukan Digital

Students' Perception on Using Cake Application as Learning Vocabulary Nasution, Agustami; Maryati Salmiah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5389

The qualitative study investigated vocabulary knowledge is considered an important tool in language learning. Online learning applications are one technology that can be used to learn languages. Learning among students using applications will increase the use of digital technology in education. Through the internet, students can obtain learning resources. Therefore, this research focuses on using the Cake application as learning vocabulary. data was collected through questionnaires and interviews with students who had used it app for vocabulary improvement. The results show that students find this application useful for learning new vocabulary and very effective. Research reveals that the online Cake application can improve students' language learning experiences and outcomes by increasing students' knowledge. It is said that using the Cake application program can serve as a solution to words understanding problems.

EXPLORING STUDENTS’ PERCEPTIONS ON NATIVE ENGLISH SPEAKER TEACHER (NEST) TEACHING STYLES Budiman, Budiman; Salmiah, Maryati
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9287

This study investigates English as a Foreign Language (EFL) students’ perceptions of the teaching styles of native English speaking teacher (NESTs). Using a qualitative phenomenological method, the study investigated students' experiences, preferences, and concerns while learning from native English-speaking lecturer. Data were gathered through questionnaires and semi-structured interviews with 28 fifth-year English language students at a university in North Sumatra, Indonesia. The findings demonstrate that, in general, students have various positive perceptions regarding native speaker teacher, particularly their participatory teaching techniques, structured assignments, effective classroom management, and strong communication abilities. Furthermore, students enjoy the affective qualities of teaching, such as passion, empathy, and drive, which help to create a positive learning environment. However, some students had difficulties due to cultural differences and a linguistic barrier. This study highlights the significance of communicative and learner-centered learning strategies in foreign language acquisition. The findings suggest that pairing NEST teacher with non-native English teachers can result in a more balanced and effective language learning experience. Although this study produced useful insights, its scope was confined to a single college, indicating the need for a larger study that covers other universities and varied language learning contexts. Future research should look at the long-term impacts of NNEST training and ways for bridging cultural and language gaps in the English classroom.

The University Students’ Anxiety in Learning English Grammar Maryati Salmiah; Fitriyani Fitriyani
English Education : English Journal for Teaching and Learning Vol 10, No 01 (2022)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v10i01.5658

This study had purposes to find out students’ anxiety types, the reason why they got the anxiety and their suggestions for the lecturer who teaches English grammar to release their students’ anxiety. To reach the purposes, a qualitative method was used. Twenty anxious of first year students at university were chosen to be participants of the research. Those students were interviewed by fifteen questions. Most students said that lack knowledge of English Grammar made them anxious in learning the subject. The students suggest the lecturer identified students’ anxiety before the lesson started; creating fun, communicative and less formal class; and overcoming students’ problems in learning Grammar. It is concluded that every students faced anxiety in learning grammar but the lecturer could minimize it.

Students' Perceptions on Memorylingo to Improve Their Listening Skill Yunus, Aulia; Salmiah, Maryati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6952

This study investigates students’ perceptions of using the MemoryLingo application to enhance their English listening skills. Employing a qualitative case study approach, the research involved 34 junior high school students who completed questionnaires, with two purposively selected participants interviewed to gain deeper insights. Data were collected through Likert-scale questionnaires and semi-structured interviews, focusing on comprehension, engagement, confidence, and independent learning. The results indicate that the majority of students (over 85%) agreed or strongly agreed that MemoryLingo improved their listening comprehension, accuracy, and ability to identify key spoken phrases. Participants reported that features such as interactive exercises, audio-visual content, and immediate feedback were highly effective in facilitating learning. Thematic analysis revealed four central themes: improved comprehension, increased confidence, promotion of independent practice, and the benefits of interactive features. Although some students noted difficulties in processing fast-paced audio, overall perceptions were positive. The findings suggest that MemoryLingo can serve as a valuable supplementary tool in listening instruction, supporting both classroom learning and autonomous study. This study highlights the practical relevance of integrating digital tools into English language education and recommends further research with larger and more diverse samples to explore long-term impacts and comparative effectiveness with other learning applications. Future research should examine its long-term effects and compare its impact with other digital tools.

Students' Perceptions on Memorylingo to Improve Their Listening Skill Yunus, Aulia; Salmiah, Maryati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6952

This study investigates students’ perceptions of using the MemoryLingo application to enhance their English listening skills. Employing a qualitative case study approach, the research involved 34 junior high school students who completed questionnaires, with two purposively selected participants interviewed to gain deeper insights. Data were collected through Likert-scale questionnaires and semi-structured interviews, focusing on comprehension, engagement, confidence, and independent learning. The results indicate that the majority of students (over 85%) agreed or strongly agreed that MemoryLingo improved their listening comprehension, accuracy, and ability to identify key spoken phrases. Participants reported that features such as interactive exercises, audio-visual content, and immediate feedback were highly effective in facilitating learning. Thematic analysis revealed four central themes: improved comprehension, increased confidence, promotion of independent practice, and the benefits of interactive features. Although some students noted difficulties in processing fast-paced audio, overall perceptions were positive. The findings suggest that MemoryLingo can serve as a valuable supplementary tool in listening instruction, supporting both classroom learning and autonomous study. This study highlights the practical relevance of integrating digital tools into English language education and recommends further research with larger and more diverse samples to explore long-term impacts and comparative effectiveness with other learning applications. Future research should examine its long-term effects and compare its impact with other digital tools.

PUZZLE BASED LEARNING THROUGH FIGGERITS APPLICATION TO ENRICH EFL STUDENT VOCABULARY: STUDENTS’ PERCEPTIONS Ahmad Alqawwiy, Thareq; Salmiah, Maryati
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5044

Vocabulary acquisition remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in higher education settings where traditional methods often fail to engage students or promote long-term retention. In response, mobile puzzle-based learning tools such as the Figgerits application offer an alternative that integrates contextual learning and cognitive engagement. This study explores EFL university students’ perceptions of using Figgerits for vocabulary enrichment within an Indonesian tertiary context. Using a qualitative case study design, 25 English Education students from a university in Medan participated in the study over a 2–4-week period. Participants were selected purposively and provided informed consent. Data were collected through structured questionnaires and follow-up in-depth interviews, then analysed using thematic analysis. Findings indicate that most students perceived Figgerits as effective across five interrelated dimensions: vocabulary breadth, depth, contextual understanding, retention and usage, and metalinguistic awareness. Students reported increased motivation and exposure to unfamiliar vocabulary through clues embedded in meaningful contexts, which encouraged repeated encounters and deeper word processing. Despite occasional difficulty with unfamiliar logic-based tasks, learners expressed strong preference for the app’s interactive and autonomous nature. These findings highlight the potential of puzzle-based, mobile-assisted tools to enhance vocabulary learning in EFL environments. Future studies should explore long-term impacts and adaptation across diverse learner profiles.

Students’ Perceptions on Wordup Application to Enhance English Vocabulary: Persepsi Mahasiswa terhadap Aplikasi Wordup untuk Meningkatkan Kosakata Bahasa Inggris Hasibuan, Ardina Khoirunnisa; Maryati Salmiah
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i2.2996

Background: Vocabulary mastery is a key challenge for junior high school students, as they often face difficulties in remembering and applying new words effectively. Purpose: This study aims to explore students’ perceptions of using the WordUp application to enhance English vocabulary learning. Method: A qualitative case study design was applied with 11 junior high school students aged 14-15. Data were collected through open-ended questionnaires and semi-structured interviews, then analyzed thematically using Braun and Clarke’s (2006) six-phase framework. The instruments included ten descriptive questions and follow-up interviews conducted via online sessions. The purposive sampling technique was used with the criterion of active involvement in English learning. Results and Discussion: The analysis revealed eight key themes. Students reported that WordUp supported vocabulary comprehension and retention through contextual examples, repetition, and pronunciation features. Interactive tools such as quizzes, daily words, and favorite lists increased engagement, while the app’s design and gamification elements enhanced motivation. WordUp also contributed to students’ confidence in applying vocabulary in academic tasks and informal communication. However, limitations were identified, including internet dependency and the absence of writing practice. Conclusions and Implications: WordUp is perceived as an effective and flexible vocabulary learning tool that supports autonomous learning and student motivation. The findings highlight the importance of integrating mobile applications into formal and informal English instruction to strengthen vocabulary development.

Ome TV Application as Media to Practice Speaking Skill: Students’ Perspective Anggini, Nurasiah; Maryati Salmiah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 3 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i3.6712

This research aims to explore Generation Z students’ perceptions of using the Ome TV application as a digital platform to improve their English-speaking skills. In the era of technological advancement, Ome TV offers real-time video interactions that provide authentic language practice opportunities with native speakers and global users. Using a qualitative descriptive approach, data were collected through interviews with selected Gen Z participants aged 18–24 who have actively used Ome TV. The findings show that Ome TV offers several advantages, including increased speaking confidence, enhanced vocabulary, improved fluency, and flexibility in time and location, which aligns with the independent and digital-based learning preferences of Generation Z. In addition, the spontaneous nature of conversations encourages learners to apply vocabulary in contextual situations. However, several challenges were also identified, such as unstable internet connections, exposure to inappropriate content, and difficulty understanding different accents. Despite these challenges, most participants viewed the experience positively and considered it a valuable supplement to traditional language learning methods. This study concludes that Ome TV can serve as an effective alternative media to support speaking practice, especially for tech-savvy learners. The results are expected to contribute to the development of more interactive and safe technology-based language learning strategies that meet the expectations of today’s digital generation.

Native Teacher’s Perception on Students’ Language Learning Competence Maulida, Maulida; Salmiah, Maryati
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Agustus 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i2.6750

This qualitative case study explores native English teachers' perceptions of language learning competence among fifth-semester students in the English Education Department. Through semi-structured interviews with one native speaker from the United States participating in the guest lecture program, this research examines students' competencies across four language skills: listening, speaking, reading, and writing. The findings reveal that students demonstrate excellent listening abilities but struggle with colloquial American expressions and culturally-specific phrases in structured classroom contexts. Their speaking skills are characterized as fluent with strong explanatory abilities, though confidence levels vary significantly due to Indonesian cultural values emphasizing humility and hierarchy. Reading competence is assessed as strong, particularly with narrative texts, while academic articles present greater challenges. Writing assessment was limited due to the curriculum structure, though students showed excellence in academic writing tasks. The study identifies six underlying factors shaping native speaker perceptions: dominance of formal academic language learning, influence of Indonesian cultural values on self-expression, limitations of unbalanced learning methodology, adaptive capacity in multi-skill communication, differences in cross-cultural expectations, and limited authentic learning contexts. These findings highlight the need for curriculum reform incorporating diverse authentic materials, balanced skill development, and cultural adaptation strategies to bridge the gap between formal academic learning and real-world communication needs in Indonesian English language education.

EXPLORING STUDENTS’ PER CEPTION OF USING STORYBIRD ON ENGLISH WRITING SKILL May Azura, Anisa; Salmiah, Maryati; Hidayat, Vian
JURNAL KONFIKS Vol 12 No 3 (2025): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/53s7p894

This qualitative study explores students’ perceptions of using Storybird to develop English writing skills among 18 intermediate-level students at SMA Negeri Binjai over a 10-week implementation period. Employing a mixed-methods approach, data were collected through structured questionnaires based on the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), as well as semi-structured interviews. The findings reveal that students’ perceptions were predominantly positive, with 81.1% reporting favorable views of Storybird. Creativity stimulation (88.8%) and increased motivation (87.5%) emerged as the platform’s strongest attributes. Students appreciated the visual storytelling approach for generating ideas, organizing writings more effectively, and facilitating collaborative learning. Challenges identified included platform navigation and internet connectivity issues. The study confirms that Storybird effectively supports three basic psychological needs autonomy, competence, and relatedness—enhancing intrinsic motivation and self-efficacy in writing. These findings contribute to the literature on technology-enhanced language learning and provide empirical support for using digital storytelling platforms in teaching English as a foreign language (EFL).

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