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All Journal Voices of English Language Education Society Edunity: Kajian Ilmu Sosial dan Pendidikan Eduvest - Journal of Universal Studies
Ari Purnawan
Universitas Negeri Yogyakarta, Indonesia
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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Junior High School Teachers' Perception of Blended Learning in English Language Teaching in Yogyakarta Widig Cahyono; Ari Purnawan; Anas Sumarhadi
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 9 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i9.438

Abstract

This study aims to analyze the perception of junior high school English teachers towards the implementation of blended learning in Yogyakarta and to determine the frequency of its implementation. Data were collected through questionnaires from 84 junior high school English teachers using purposive sampling techniques. The research instrument uses a 5-point Likert scale to measure seven dimensions: knowledge and understanding, ICT competence, frequency of implementation, perceived effectiveness, perceived benefits, perceived challenges, and institutional support. Data analysis employed descriptive statistics and non-parametric tests. The results showed that teachers' perceptions of blended learning were positive overall, with the highest score on the perceived effectiveness dimension (M = 16.50; SD = 2.42). However, the frequency of implementation remains low (M = 10.61; SD = 2.14). Analysis based on demographic variables showed that only training experience had a significant effect on teacher perception (p = 0.006). There is a gap between positive perception and practical implementation, highlighting the need for infrastructure support, intensive training, and policies to support the implementation of blended learning in English language teaching.
Utilization of Quizizz Digital Media in Arabic Language Learning at SD Muhammadiyah Ambarketawang 3 Nur Azizah Samsudin; Ari Purnawan
Eduvest - Journal of Universal Studies Vol. 5 No. 12 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i12.52152

Abstract

Advances in digital technology have transformed Arabic language learning methods. This study aims to analyze the use of digital media, particularly the Quizizz application, in Arabic language learning at SD Muhammadiyah Ambarketawang 3. It employs a descriptive qualitative approach, utilizing non-participatory observation and structured interviews with two Arabic language teachers who have 5–8 years of teaching experience in grades 4–6. Data were analyzed using thematic analysis following Miles and Huberman's framework, including data reduction, data display, and conclusion drawing/verification, with methodological triangulation to ensure validity. The results indicate that using Quizizz, YouTube, and PowerPoint in Arabic language learning boosts student motivation, listening and writing skills, and enables a more flexible evaluation process. Students showed higher engagement levels, with teachers reporting improved istima' (listening) and kitabah (writing) competencies. Quizizz's interactive features, including real-time feedback and gamification elements, emerged as key factors in sustaining student interest. Despite challenges such as technical constraints related to internet connectivity, limited device availability, and teachers' adaptation to new pedagogical approaches, digital media proved effective in enhancing learning quality. This study recommends ongoing teacher training to optimize learning technology use and institutional investment in digital infrastructure to support sustainable technology-enhanced Arabic language instruction. 
Teachers’ Verbal Communication Strategies in Fostering Elementary EFL Students’ Willingness to Communicate Mia Refsi Choirunnisa; Lusi Nurhayati; Ari Purnawan; Nur Hidayanto Pancoro Setyo Putro
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30775

Abstract

Teachers’ verbal communication plays a central role in facilitating students’ oral participation in English as a Foreign Language (EFL) classrooms, particularly at the elementary level, where learners’ linguistic resources are still developing. This qualitative descriptive study examines the verbal communication strategies an English teacher uses to stimulate and support English-speaking participation among third-grade students in an EFL classroom. The study focuses exclusively on teachers’ verbal discourse as a form of instructional and affective support for students’ oral production. The participants consisted of one English teacher and 18 third-grade students at a private elementary school in Bandar Lampung, Indonesia. Data were collected through non-participant classroom observations and semi-structured interviews with the teacher. The data were analyzed using thematic analysis. The findings reveal four main categories of verbal communication strategies: questioning, prompting, encouragement, and feedback. Questioning and prompting emerged as the most frequently used strategies, activating prior knowledge, sustaining English use, and extending students’ oral responses. Encouragement and feedback provided affective and instructional support by reducing students’ anxiety, building confidence, and clarifying linguistic expectations. Collectively, these strategies created a supportive English-speaking classroom environment that fostered students’ willingness to communicate in English. The findings highlight the pedagogical importance of purposeful verbal communication strategies in supporting young learners’ oral participation in EFL classrooms.
Teacher Questioning Practices and Multidimensional Student Engagement in an Indonesian Primary EFL Classroom Nina Rosiana Putri; Lusi Nurhayati; Ari Purnawan; Anita Triastuti
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30776

Abstract

Teachers’ questioning plays a pivotal role in shaping classroom interaction and student engagement in English as a Foreign Language (EFL) settings, particularly in primary classrooms where learners have limited English exposure and content knowledge. In many Indonesian EFL classrooms, including those in Lampung, instructional interaction remains largely teacher-dominated, restricting students’ opportunities to participate actively in meaning-making. Responding to this issue, this qualitative case study investigates the types of questioning strategies employed by a primary EFL teacher, how these strategies are enacted in classroom interaction to stimulate student engagement, and the challenges encountered in implementing them with young learners. The participants consisted of one English teacher and eighteen third-grade students at a primary school in Lampung, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal four dominant types of teacher questions—factual, probing, divergent, and higher-order—each serving distinct interactional functions. Factual questions were predominantly used to check understanding and manage lesson flow, while probing questions supported elaboration and reasoning. Divergent questions encouraged idea generation and personal connections, and higher-order questions promoted critical thinking, evaluation, and dialogic interaction. These questioning practices were found to stimulate students’ behavioral, cognitive, and emotional engagement to varying degrees. Interview data further indicate that the teacher intentionally used questioning to monitor comprehension, activate prior knowledge, scaffold participation, and foster student engagement. However, challenges emerged related to students’ limited content knowledge and the teacher’s difficulty in responding to students’ divergent questions.
Co-Authors Anas Sumarhadi Anita Triastuti Lusi Nurhayati Mia Refsi Choirunnisa Nina Rosiana Putri Nur Azizah Samsudin Nur Hidayanto Pancoro Setyo Putro Widig Cahyono