Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal ENGLISH FRANCA : Academic Journal of English Language and Education The Journal of English Literacy Education
Alhenri Wijaya
Sriwijaya University
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Learning Model for Reflective Micro-Teaching in A Hybrid EFL Classroom: Need Analysis Fiftinova Fiftinova; Tita Ratna Wulan Dari; Alhenri Wijaya
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 1 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i1.37

Abstract

 It is essential for graduates of education study program to possess proficient pedagogical skills. This is an important skill for prospective teachers in meeting the demands of the 21st-century learning, where technology has become an instrument that is used on a daily basis in the field of education as well as in the field of industry. Therefore, this study responded to the need for a program that develops a reflective learning model to offer pedagogical improvement for prospective teachers in dealing with technological devices in a hybrid micro-teaching classroom. A qualitative study was conducted through questionnaires and interviews to find out students’ and lecturers’ perspectives on whether a reflective micro-teaching model in a hybrid EFL classroom should be developed. The participants of this study were 57 seventh-semester EFL who had taken the Micro-Teaching subject and 4 lecturers who taught the subject. Data analysis was carried out by calculating the average response scores from the questionnaires and conducting thematic analysis on the interview data. The findings indicated that reflective micro-teaching should be implemented in a hybrid EFL classroom, as perceived by both lecturers and prospective instructors.
Examining the Relationship Between Social Media Usage, Self-Control, and GPA Among English Education Students at Sriwijaya University Annisa Aprianti; Alhenri Wijaya
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.14722

Abstract

This study examines social media usage, self-control, and GPA among the English students at Sriwijaya University. The population of this study was 65 English students who enrolled in year 2021 and a purposive sampling was used to select ten participants with moderate to high self-control level. The data were collected, which were then statistically analyzed using Spearman’s rank correlation coefficient and interview was conducted via Zoom Cloud meeting. The result showed that there is no significant correlation between either social media usage or self-control and students’ GPA, which indicates that high social media use is not necessarily associated with lower academic achievement and self-control might have an indirect role in academic success by influencing factors such as time management. Students with moderate to high levels of self-control experienced social media’s negative effect and the enhancement of knowledge when used effectively. They also reported with confidence in maintaining social media use and prioritizing academic responsibilities by regulating strategies such as putting phones away, changing the environment, using phone features, TikTok screen time limit feature, and KiloNotes. The result contribute to discussions about how digital habits and learner characteristics may interact in more nuanced ways, suggesting the need for further research.
Co-Authors Annisa Aprianti Fiftinova Fiftinova Tita Ratna Wulan Dari