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All Journal Jurnal Pengabdian Masyarakat Bumi Raflesia Teaching English and Language Learning English Journal
Uas Gna
Universitas Muhammadiyah Bengkulu
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pembelajaran Bahasa Inggris untuk Anak Usia Dini melalui Pembelajaran Digital Berbasis Luring: Studi Kasus Guru Generasi Z dan Peserta Didik Generasi Alpha Muhammad Dava Hidayatullah; Mike Siltia; Viona Aura; Adila; Uas Gna; Ria Angraini
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 9 No. 1 (2026): APRIL: Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/bumir.v9i1.9872

Abstract

This study aims to describe the implementation of offline digital-based English learning for children through the Course E’azy program. The activity was conducted at the Language Center of Muhammadiyah University of Bengkulu, involving 17 participants consisting of lecturers’ children and children from the surrounding community. The program was designed to provide an engaging, interactive English learning experience that aligns with the characteristics of Generation Alpha, who are highly familiar with digital technology. Generation Z, represented by student instructors, acted as facilitators responsible for preparing lesson plans, instructional materials, and creative digital-based strategies. The learning process incorporated several methods, including interactive PowerPoint slides, large-screen learning videos, illustrative images, and adapted popular games as learning media. The results show that offline digital-based learning effectively enhanced learners’ engagement, enthusiasm, and vocabulary comprehension. Furthermore, the activities improved children’s reading, writing, and speaking confidence. This study emphasizes that digital-based learning innovations, even when conducted without full internet access, remain effective in enhancing the quality of English learning for children in the Generation Alpha era.
Short Attention Spans in EFL Learning: A Descriptive Qualitative Study of Cognitive Characteristics, Skill-Specific Impacts, and Instructional Strategies Uas Gna; Washlurachim Safitri; Epi Wadison; Solehan
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10137

Abstract

The increasing prevalence of short attention spans in digitally mediated learning environments presents significant challenges for English as a Foreign Language (EFL) instruction. This descriptive qualitative study investigates (1) the behavioral and cognitive characteristics of short attention spans among EFL learners, (2) their effects on vocabulary development, reading fluency, and listening comprehension, and (3) instructional strategies that may mitigate their negative impact. Conducted in a natural classroom setting at the university level, the study employed purposive sampling and collected data through in-depth interviews, structured observations, and document analysis. Data were analyzed inductively through data reduction, data display, and conclusion drawing, with triangulation ensuring credibility. The findings indicate that short attention spans are reflected in task-switching behavior, digital distraction, and mind-wandering, which disrupt sustained cognitive engagement. Listening comprehension was found to be the most vulnerable skill due to the transient nature of auditory input, while reading fluency and vocabulary retention were also adversely affected by attentional fragmentation. However, pedagogical strategies such as task chunking, interactive learning, multimodal instruction, and structured breaks were identified as effective in enhancing attentional stability. The study underscores the importance of integrating attention management into EFL instructional design to improve learner engagement and learning outcomes.
Co-Authors Adila Epi Wadison Mike Siltia Muhammad Dava Hidayatullah Ria Angraini Solehan Viona Aura Washlurachim Safitri