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Moh. Mahmud
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INDONESIA
Darussalam English journal
Published by institut Agama Islam Darussalam blokagung Banyuwangi
ISSN : -     EISSN : 28073223     DOI : https://doi.org/10.30739/dej.v1i1
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Darussalam English Journal (DEJ) is a refereed journal published twice a year in January and July by Tadris Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Institut Agama Islam Darussalam, Banyuwangi Indonesia. This journal publishes research articles related to English Teaching-learning, literature, and linguistic.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 4 Documents
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Search results for , issue "Vol. 5 No. 2 (2025): December 2025" : 4 Documents clear
Canva Effectiveness in Teaching Writing Procedure Text Yuda, Andika Fadilah Pratama; Putri, Sherly Citra; Jannah, Irham Miftakhul; Prastyo, Hari
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4349

Abstract

This study aimed to investigate the effectiveness of using Canva application as a learning media to enhance ninth-grade students’ writing skills in procedure texts at junior high school. It adopted quasi-experimental approach using quantitative research design. The main research instrument was written test including pre-test and post-test. Data were analyzed by using t-test and the results showed significant increase from average post-test score (95.00) compared to the average pre-test score (74.00). The finding supported t-test analysis, whereas Sig. (2-tailed) value of 0.000, below 0.05 significance level. From the result above, it was concluded that the use of Canva application was very effective to improve students' writing skills in procedure texts. Canva application was proved as innovative and interactive tool that facilitated teaching and learning process. It helped students overcome their writing difficulties.
English Language Acquisition by 6-Year-Old Child through Youtube Channel “Blippi” Hamdani, Haris; Pudjiati, Danti; Tria Agustin , Dery
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4460

Abstract

Language acquisition occurs in the acquisition of the second language, namely English language acquisition. Language is obtained because of the continuous practice factor. The aims of this study are to find out the process of English language acquisition by 6-year-old child through YouTube Channel “Blippi”, know the vocabularies mastered by 6-year-old child through YouTube Channel “Blippi”, and get information about the perception of child’s mother towards the 6-year-old child mastery of English vocabularies through YouTube Channel “Blippi”. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject of this research gained a lot of vocabularies and had the ability to dialogue quite well using English. The results of the vocabularies spoken by the subject in this study were 8 fruits, 10 animals, and 5 vegetables. The subject's English language skills can be seen from his understanding of the shows he watched. His mother supports his language acquisition by providing the chances to her son to gain more English vocabularies through YouTube Channel “Blippi”.
EFL Students’ Perception on The Use of TED Talks to Enhance Speaking Skills Azzahra, Hasna; Usysyifa, Rahma Aulia; Maulidha, Fadhilatul
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4483

Abstract

Learning English for EFL students requires more than just vocabulary and grammar; it also needs confidence and fluency. This study explores how students view TED Talks as a tool to help improve their speaking skills. A qualitative descriptive method was used, with data gathered from university students through semi-structured interviews. The results show that TED Talks help them improve pronunciation, fluency, and speaking confidence. They also learn from authentic English input, noticing how speakers use intonation, gestures, and organize their ideas in presentations. Students reported feeling more motivated to practice speaking because they could see real examples of effective communication. They also appreciated being able to manage their own learning by choosing talks and strategies that suited them. However, they faced some challenges, such as fast speech, unfamiliar vocabulary, and varied accents. To handle these difficulties, they used strategies like replaying videos, using subtitles, taking notes, and practicing independently. Overall, the study concludes that TED Talks can be an effective supplementary resource for speaking practice when combined with supportive activities and guidance from teachers to help learners maximize the benefits. Keywords: TED Talks; EFL; Speaking Skills; Student Perception; Language Learning
Exploring Pre-Service Teachers’ TPACK Competence during Teaching Practicum Ahmada, Adib; Mahmud, Moh
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4519

Abstract

This study investigates the Technological Pedagogical Content Knowledge (TPACK) competence of five pre-service teachers during a one-month teaching practicum at MTs N 2 Banyuwangi. The study aimed to measure their overall TPACK competence and identify which domain is strongest and weakest. A descriptive quantitative design was employed using a 15-item self-assessment questionnaire on a 5-point Likert scale, complemented by document analysis of lesson plans, teaching materials, and reflective reports. The findings show that the participants demonstrated a generally high level of TPACK, with CK emerging as the strongest domain, followed by PK, whereas TK remained the weakest. The integrative TPACK score suggests that the pre-service teachers possessed moderate confidence in combining technology, pedagogy, and content during instruction. Document analysis further supported these findings by confirming strong content mastery and adequate pedagogical preparation, while also revealing limited integration of digital tools in classroom practice. These findings highlight the need for more structured technological training and earlier exposure to educational technology within teacher education programs to strengthen pre-service teachers’ technological competence.

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