cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Made Hery Santosa
Contact Email
mhsantosa@undiksha.ac.id
Phone
+6236221541
Journal Mail Official
vldl@undiksha.ac.id
Editorial Address
Fakultas Bahasa dan Seni, Universitas Pendidikan Ganesha. Jl. A. Yani No 67, Singaraja, 81116, Bali, Indonesia
Location
Kota denpasar,
Bali
INDONESIA
International Journal of Digital Learning on Languages and Arts
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 30634318     DOI : https://doi.org/10.23887
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other
The International Journal of Digital Learning on Languages and Arts (IJODLLA) is a scientific journal published by the Laboratory Unit of Languages and Arts Faculty of Universitas Pendidikan Ganesha. IJODLLA is specifically publishing journal articles in the field of study and ethical practice of facilitating learning and improving performance, especially in the digital learning context on languages and arts areas. The scope of IJODLLA includes: Active learning in languages and arts Adaptation to flexible learning environment Artificial Intelligence in languages and arts Big data use in languages and arts Chatbots in languages and arts Collaborative digital learning in languages and arts Collaborative technologies applied to languages and arts instruction Critical digital literacy Current trends, issues, and practices of digital learning in languages and arts Cyber bullying in languages and arts Cyber-culture, identity, and language Design thinking and technology Digital game-based learning Digital learning in languages and arts Digital literacy profile Digital research tools Distance education and MOOCs E-learning and the challenges Educational simulations and games Engagement in digital learning environment Ethics in digital environments Flexibility of learning spaces/beyond classroom walls Flipped learning and virtual flipped learning Hybrid pedagogy in languages and arts Hyflex, blendflex, concurrent classroom in languages and arts Impact of technology use related to languages and arts instruction Innovative/digital pedagogies Learning experience design Mobile learning National, regional and international challenges and/or reforms in digital learning Online systems in support of education Open educational resources languages and arts Plagiarism and behaviour in digital learning environment Positive and negative psychology in digital learning Professional development and continuing professional development in digital space in languages and arts Teacher education and technology integration Teaching learning practices with social media technologies and beyond Technology-based assessment and practices in languages and arts Technology-based media development and evaluations in languages and arts The role of teacher and learner in technology-mediated learning Virtual communities and teaching-learning practices Xtended Reality (Virtual, Augmented, and Mixed reality systems)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "vol. 2 no. 2 (2025)" : 6 Documents clear
AI Tools in the Development of Supporting Sentences: Insights from Paragraph Writing Classes in an EFL Context Trong Toan Phan; Vu Diem Thuy Tran
International Journal of Digital Learning on Languages and Arts Vol. 2 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijodlla.v2i2.101756

Abstract

This study aims to investigate first-year English-majored students' perceptions of Grok 3 as a tool for writing supporting sentences at Ho Chi Minh City University of Foreign Languages – Information Technology (HUFLIT), while also exploring the benefits and challenges students may encounter. Through a mixed-methods design, both quantitative and qualitative insights are provided. This study consists of 63 participants, divided into control and experimental groups. Data were gathered from pre- and post-tests, questionnaires, and semi-structured interviews. The results show that students generally found Grok 3 useful, easy to use, and effective in generating ideas, improving paragraph clarity, and supporting future writing tasks. Conversely, some concerns included reduced creativity, lower motivation, the need for detailed prompts, topic misalignment, and ethical or privacy issues. The findings of this study have several important implications for EFL writing instruction, educational technology integration, and AI-assisted learning design.
Teacher’s Perspective on DeepL in Learning EFL Writing Aurelia Ratna Erviyanti
International Journal of Digital Learning on Languages and Arts Vol. 2 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijodlla.v2i2.106617

Abstract

In order to ensure that technology is used correctly and to its full potential in the classroom, teachers play a critical role. In English as a Foreign Language (EFL) classrooms, it is essential to understand the factors that shape how teachers use and supervise the use of Machine Translation (MT) tools, such as DeepL, to enhance students' writing skills. To meet the objectives of this study, researchers analyzed fifteen empirical research articles from peer-reviewed journals published between 2020 and 2025, sourced from Google Scholar. This study revealed five main themes: (1) DeepL can improve the quality of students' writing. (2): DeepL might helping people acquire second languages (3)Teachers struggle to fulfill their responsibilities as facilitators (4) Teachers are concerned about over-reliance on DeepL; and (5) DeepL does not have an impact on students' writing skills The study offers beneficial strategies that teachers can use to easily integrate DeepL, ensuring it enhances instead of replacing standard written education.  
The Effect of Using Digital Comic Strips in Reading on Young Learners Ni Putu Ayu Puspa Yuliandari
International Journal of Digital Learning on Languages and Arts Vol. 2 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijodlla.v2i2.109653

Abstract

The purpose of this study is to investigate the effect of using digital comic strips in teaching English reading text at SDN 3 Banjar Jawa by using Comic & Meme Creator. A quasi-experimental by pre-test and post-test non-equivalent control group was applied as a design for the study. The sample of the study was two classes in third grade (III A and III B) that consisted 30 students for each class. The data were processed by using SPSS 24.0 to analyze paired sample t-test. The finding of the study shown the significant effect on students’ English reading score by using digital comic strips. The data of paired sample t-test shown the mean of post-test on treatment class was 84 and control class was 77. The hypothesis testing of treatment class showed -10.698 and the score of sig. (2-tailed) is 0.000. According to the null hypothesis (Ho) which the score is 0.05, the score of sig. (2-tailed) of the data was smaller than the Ho. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (H⍺) was accepted. In conclusion, there is a significant effect of using digital comic strips in teaching English reading text at SDN 3 Banjar Jawa.
Decision Paralysis in Uncertainty Higher Education Selection: Transcendental Phenomenology Analysis of Indonesian High School Students Muhammad Bambang Purwanto; Umar; Evi Agustinasari; Yusri
International Journal of Digital Learning on Languages and Arts Vol. 2 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijodlla.v2i2.103841

Abstract

This study aims to deeply understand the indecision experienced by 12th-grade high school students in choosing a university, a phenomenon known as decision paralysis. Using a qualitative approach with a transcendental phenomenological method according to Moustakas (1994), this study explored the personal narratives of 20 students attending intensive classes of UN USM PTN at BIMBEL Matrik Palembang City who experienced significant uncertainty in the selection process of majors and higher education institutions. Data were collected through semi-structured in-depth interviews and analyzed through epoch, horizontalization, grouping of meanings, and textural and structural synthesis. The results of the study show three main themes: (1) uncertainty of self-identity and future, (2) external pressure from family, peers, and social media, and (3) coping strategies through personal reflection and decision postponement (gap year). These findings reveal that students' indecision is not just ignorance but the complexity of psychosocial pressures rooted in the dynamics of identity formation and social expectations. This research recommends the need for a personalized approach to career guidance in schools and the importance of systemic support from families and educational institutions in helping students formulate choices that align with their personal potential and values.
Local Wisdom Meets Digital Pedagogy: Integrating Indonesian Art into Online Language Learning Yan Nurcahya
International Journal of Digital Learning on Languages and Arts Vol. 2 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijodlla.v2i2.105008

Abstract

This study examines the implementation of local wisdom–based digital pedagogy in online language learning among university students in Indonesia. As higher education increasingly adopts digital platforms, integrating cultural and artistic elements becomes essential to create meaningful and contextually relevant learning experiences. Using a qualitative descriptive approach, this research investigates how Indonesian art such as batik motifs, traditional songs, and folklore narratives can be incorporated into digital language learning activities for students. Data were obtained through virtual classroom observations, student reflections, and interviews with lecturers. The findings indicate that the integration of local art forms enhances students’ motivation, intercultural awareness, and linguistic competence. Moreover, digital tools enable learners to reinterpret traditional art through multimedia projects, promoting creativity and collaboration in online learning environments. This study concludes that embedding Indonesian local wisdom into digital pedagogy not only strengthens cultural identity among university students but also provides an innovative framework for inclusive and culturally grounded language education in the digital era.   Keywords: digital pedagogy, local wisdom, university students, Indonesian art, online language learning
Pedagogy or Technology? Understanding What Makes K-12 Students Stay Motivated in Indonesian e-Learning Platforms Ni Kadek Vingki Aryanti; Ogi Suphar Gandi; Luh Putu Winda Yogantari
International Journal of Digital Learning on Languages and Arts Vol. 2 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijodlla.v2i2.105886

Abstract

The use of e-learning platforms in Indonesia, such as Ruang Guru, Zenius Education and Quipper Video, has been scaling up. Since they are self-paced learning platforms, previous studies put into questions how students stay motivated to learn in such self-relied online learning. Therefore, this study aims at examining and explaining how the content, instructors, teaching strategy, visual design, usability and learnability of the platforms affect students’ motivation to learn. Sequential mixed method research design was applied to answer the aims. The first stage was the quantitative data collection using questionnaire. It gained 140 responses from senior high schools’ students who have used the platforms. After analysing the questionnaire using multiple regression, three respondents were purposively chosen to participate in a qualitative interview. Then, the interview was transcribed, categorized, and translated into English. The qualitative and quantitative result agree that teaching strategy and content learned in the platforms significantly affect students to stay motivated to learn. Additionally, but importantly, instructors, from the interview, have found to be another factor that influences students to stay motivated to learn. However, visual design is not found as a significant factor influencing students’ motivation to learn. Usability and learnability of the platforms, also, cannot be concluded whether to influence students or not, because students never experience technical issue. In general, this study suggests to instructional designer and educators to consider pedagogical aspects such as content, teaching strategy, instructor’ role and communication in their online learning design.  

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2025) Vol. 2 No. 1 (2025) Vol. 1 No. 2 (2024) Vol. 1 No. 1 (2024)