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Intensive Journal
Published by Universitas Islam Kalimantan Muhammad Arsyad Al Banjari
ISSN : -     EISSN : 26204746     DOI : DOI: http://dx.doi.org/10.31602/intensive.v3i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
Intensive Journal [e-ISSN: 2620-4746] is a peer-reviewed journal which is published by Universitas Islam Kalimantan Muhammad Arsyad Al Banjari published in April and October. Intensive Journal embodies research articles including: English Language Teaching and Learning, English Language and Linguistics, and English Literature.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol 8, No 2 (2025): Intensive Journal October" : 6 Documents clear
Exploring the Role of Memrise in Enhancing EFL Learners’ Motivation Halimah, Nur; Pujiani, Tri
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.20000

Abstract

Student motivation has always been an obstacle within English as a Foreign Language (EFL) teaching and it continues to be a technological barrier with learners at the beginner level. This study investigates the impact of the gamified, mobile-assisted language learning application, Memrise, on students’ motivation to learn English. The study aimed to provide insight into what the effective extent of Memrise is and how it can promote learner motivation within EFL environments. This study used a pre-experimental one-group pretest-posttest design, with 28 first-year university students enrolled in a Beginner English 2 course at a university in Indonesia. Data for the study were collected using observations, structured questionnaires informed by Self-Determination Theory and Connectivism, and semi-structured interviews. Quantitative data were analyzed descriptively and using paired sample t-tests, and qualitative data were analyzed thematically. The findings demonstrated a statistically significant improvement in students' motivation after the Memrise intervention, and the students reported higher autonomy, competence, and engagement than before the intervention. The additional features, including chatbot conversations, real-time feedback, and progress tracking, helped to facilitate the improved levels of motivation. The paper argues that Memrise is an effective strategy for encouraging sustainable motivation in EFL learners and contributes to the ongoing discourse on mobile learning, presenting practical implications for educators and app developers to consider as they develop increasingly engaging and learner-centered digital environments.
Using Infographics to Help Students Understand Descriptive Texts Better Hermawan, David; Margana, Margana
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22146

Abstract

This study aims to (1) examine how the use of infographic media improves the reading comprehension of eighth-grade students in descriptive texts at SMPN 1 Dusun Selatan, and (2) explore the process and behavioral changes that accompany the improvement in students’ reading comprehension after the implementation of infographic media. The study utilized the Classroom Action Research (CAR) method, following the model proposed by Mills (2018), with two observation cycles consisting of planning, implementation, observation, and reflection. Data were collected through pre-test and post-test reading comprehension assessments, interviews, questionnaires, and photographs. The reading comprehension ability was evaluated based on the Kriteria Ketuntasan Minimal (KKM), with the goal of achieving scores above the minimum mastery threshold. Quantitative data were analyzed using statistical methods, while qualitative data were analyzed descriptively and triangulated to ensure validity and reliability. The findings show significant improvements in students' reading comprehension after the use of infographic media. The average post-test score increased by 35%, and the percentage of students meeting the KKM rose from 48% in the pre-test to 84% in the post-test. Additionally, students exhibited positive changes in their behavior, becoming more engaged, active, and confident in their learning. They showed a greater ability to focus on interpreting texts and expressed less anxiety when faced with descriptive texts. This study concludes that infographic media effectively enhances reading comprehension and fosters behavioral changes, such as increased student engagement and confidence, which ultimately improves learning outcomes.
Teacher’s and Student’s Vocabulary Strategies in A Remote EFL Classroom: Story from Central Borneo Indonesia Dara, Sari Wulan; margana, Margana
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22343

Abstract

The purpose of this study is to explore the strategies used by both teacher and students for enhancing vocabulary in junior high school, especially in a remote area with limited resources. The research focus on the strategies used by teachers and students in vocabulary retention and provide insights into the effectiveness of various teaching and learning strategies in remote area. A qualitative descriptive approach was employed, with data collected through interviews, classroom observation and document analysis. The findings suggested that both teachers and students devised innovative strategy to overcome challenges of teaching vocabulary with limited resources environment, such as using visual aids, gestures, and contextual guessing. The study also emphasized the importance of creative strategies, given the scarcity of digital resources and exposure to English outside classroom.
Investigating the Relationship between Burnout and Academic Self-Efficacy in EFL Learning among the Non-English Department Students in Indonesia Kurniawati, Lemmuela Alvita; Mustafa, Prisca Eirene Pricillia
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22128

Abstract

Learning English as a second language (L2) can pose psychological challenges for non-English Department students, potentially affecting their motivation, emotional well-being, and academic performance. This study investigates the relationship between burnout and academic self-efficacy among non-English Department students in Indonesia. The study aims to identify students’ levels of burnout in English learning, examine their level of academic self-efficacy, and explore the relationship between the two variables. A quantitative research design was employed, involving 121 non-English Department students from 38 universities in Indonesia. Data were collected using a self-report questionnaire measuring burnout and academic self-efficacy, and were analyzed using descriptive statistics and Pearson correlation. The findings indicate that students generally experienced low levels of burnout and relatively high levels of academic self-efficacy in learning English. In addition, the results reveal a significant negative correlation between burnout and self-efficacy (r = -.659, p < .001), suggesting that students with higher self-efficacy tend to experience lower burnout. These findings highlight the vital role of self-efficacy in supporting learners’ motivation, emotional resilience, and sustained engagement in L2 learning. Pedagogically, this study suggests that English teachers and educational institutions should place greater emphasis on strengthening learners’ self-belief and confidence as a strategy to reduce burnout and improve learning outcomes among non-English Department students.
The Implementation of Differentiated Learning in English Teaching in Junior High Schools Hermaniar, Yulieda; Fahmi Mubaraq, Yasyir; Winindyasari Palupi, Tri; Rusdiana, Ida
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.20108

Abstract

The implementation of Kurikulum Merdeka in Indonesia emphasizes flexibility and essential learning materials to develop students' competencies and characters. Therefore, since 2022, all teachers are required to adapt student-centered learning methods in their teaching process. One of the proposed methods is differentiated learning that allows students to be recognized based on their learning preparation, learning interests and learning profiles. As regulation, teachers are required to create student profiles using various instruments to map students and become the basis of differentiated learning. When differentiated learning is implemented in Indonesia with various backgrounds both cultural and learning styles, teachers face new challenges. Therefore, this study was conducted to review the application of differentiated learning methods as part of the implementation of Kurikulum Merdeka. Observation is carried out by filling out an Observation Form that focuses on the application of differentiated learning based on the accuracy of content, process, and product. Interviews were also used to clarify the findings. Qualitative data obtained through the two methods were analyzed descriptively by following the stages proposed by Cresswell, namely transcribing, coding and classifying, interpreting, and drawing conclusions. The results showed the implementation of differentiated learning in public secondary schools in Tapin Regency. The implementation of differentiated learning is at the pre-learning stage, during learning, and at the evaluation stage.  
LANGUAGE LEARNING STRATEGY USED BY JUNIOR HIGH SCHOOL STUDENTS Lelono, Sabar; Margana, Margana
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22141

Abstract

This study aims to identify the language learning strategies used by junior high school students in the 2025/2026 academic year. The background of this study is the importance of understanding and identifying students' language-learning strategies, as this can help teachers design more effective teaching methods tailored to their students' characteristics. This study uses a descriptive, quantitative method with the SILL version 7.0 questionnaire, translated into Indonesian. The research participants were 22 students, comprising 11 males and 11 females. The results showed that overall, the use of language learning strategies was at a medium level with an average score of 2.76. Metacognitive strategies (M = 2.99) were the most frequently used, followed by memory strategies (M = 2.98), cognitive strategies (M = 2.75), compensation strategies (M = 2.75), affective strategies (M = 2.66), and finally social strategies (M = 2.40). This study also revealed no significant differences in the use of language-learning strategies by age or gender. In conclusion, although students demonstrated a good level of awareness in their learning process, there is a need to increase the use of social and affective strategies to support more effective learning. The implication of this study is the importance of teachers gaining a deeper understanding of the learning strategies students use so that the teaching and learning process is better suited to their needs.

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