Journal of Social Work and Science Education

Volume 4 (3) 2023, 937-949

E-ISSN 2723-6919, P-ISSN 2746-0827

Students’ Perceptions of Using Digital Media in English Language

Learning

Lusi Elisa1
1Institut Agama Islam Tulang Bawang Lampung, Indonesia

Corresponding author e-mail: [email protected]

Article History: Received on 7 June 2023, Revised on 14 August 2023

Published on 21 August 2023

Abstract: This study aims to determine the perceptions of students learning English
using various digital media at the Islamic university level. This research uses a
qualitative descriptive method, using observation and interviews. The research
involved 10 respondents representing the Institute of Islamic Religion (IAI) Tulang
Bawang, Lampung. Of the 10 respondents who answered the questionnaire, 87
percent stated why they prefer digital media over non-digital media. The reasons for
these respondents are that digital media is more attractive, modern, and practical, in
favor of students, and does not require a lot of paper. In addition, digital media can
help students become autonomous and independent learners. This can also be used
as a reference for developing independent curriculum implementation at KKNI level
6 in higher education.

Keywords: Digital Media, English Language Learning, Student’s Perception

A. Introduction

Technological developments have changed the educational paradigm through the

utilization of digital media. In this context, learners and educators benefit significantly
(Guan, Mou, & Jiang, 2020). Digital media, such as educational software, online
learning platforms, interactive learning videos and educational apps, have enabled
learners to gain wider and more flexible access to learning materials (Díaz Redondo,
Caeiro Rodríguez, López Escobar, & Fernández Vilas, 2021). The interactivity offered
by digital media also increases learners’ engagement in the learning process, while
educators can present materials in a more engaging way that suits individual learning
styles (El-Sabagh, 2021). In addition, collaboration between learners and educators is
also facilitated through digital media, opening up opportunities for the exchange of
ideas and knowledge across regions (Kamaruddin et al., 2023). In this digital age,
educators can access updated and diverse educational resources more easily, making
education more adaptive and responsive to learners’ needs (Ansari & Khan, 2020).

Digitalization today has a tremendous impact on the world of education and society
at large (Rosak-Szyrocka, Zywiolek, Zaborski, Chowdhury, & Hu, 2022). Digital and
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technological access is expected to be more equitable so that everyone can feel the
positive impact of digitalization (Syahrani, 2021). Many people are helped by the
existence of digitalization such as the sale of goods through e-commerce, a digital
product that makes it easy for sellers to market their products at the regional, even
national and international levels by simply registering their selling items on an online
shopping platform (Taneja, 1 C.E.). The world is currently undergoing significant
changes due to advances in digital technology. One of the reasons is the pandemic,
the pandemic has turned everything into digital. Digitalization of education is one of
the alternatives to prevent the spread of the Covid-19 virus (Yazcayir & Gurgur, 2021).
Online learning is the solution. The ability to operate various digital tools is
increasingly crucial. Many educators, teachers or lecturers have difficulty adjusting to
this condition, because they are used to teaching and learning activities using old or
conventional patterns (Ricky Satria Wiranata, Fairuz Nurillah Khoirunnisa, 2022).

Digital media has significantly changed the educational landscape in recent decades
(Darmirah, 2022). The utilization of technology in learning has significantly impacted
how we approach teaching and learning (Hasanah et al., 2021). English, as an
international language that dominates many aspects of life, including business,
science and technology, requires effective and innovative approaches to learning
(Sofyan, 2021). This paradigm shift presents new challenges and opportunities for
educational institutions, such as Institut Agama Islam (IAI) Tulang Bawang. The
development of digital media and information technology has enabled the adoption
of interactive media in the English learning process. However, this change involves
not only hardware and software, but also affects the mindset and perception of
educational actors, especially students.

Education has also changed with the adoption of digital media as a learning tool.
Likewise, Islamic Institute (IAI) Tulang Bawang students also face increasingly
complex challenges in the digital world. Therefore, this study aims to investigate the
impact of digital media use on the English language skills of IAI Tulang Bawang
students. This study aims to explore students’ perceptions of the use of digital media
in English language learning at IAI Tulang Bawang. In this context, perceptions refer
to students’ views, attitudes and beliefs regarding the use of technology in English
language learning (Riswanto, 2023). In recent years, educational institutions have
adopted various digital platforms, applications and online resources to complement
conventional teaching.

Digital media plays a very important role in improving the effectiveness of English
language learning (Shadiev & Yang, 2020). With the use of apps, online learning
platforms and educational software, students can engage in interactive learning
experiences (Darmirah, 2022). Students can actively participate in learning through
various activities such as exercises, games, quizzes and simulations. In addition,
digital media also provides ease of access and flexibility. Students can access learning
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materials anytime and anywhere as long as they are connected to the internet, which
is very beneficial for those with busy schedules or limited access to traditional learning
resources (Alenezi, 2020). In addition, various multimedia formats such as text,
images, audio, and video can be used to help students understand the material in more
diverse ways according to their learning styles (Ni, Wang, & Liu, 2020). The auto-
correction and instant feedback present in many digital platforms also help students
correct their mistakes and improve the quality of learning. Overall, digital media
encourages students to practice independently, increases motivation, and provides
access to authentic learning resources, while still monitoring their progress in
learning.

The importance of digital media in English language learning by outlining some key
aspects (Shahbaznezhad, Dolan, & Rashidirad, 2021). First, it states that digital media
provides an interactive learning experience through various activities. This gives an
overview of how digital media allows students to be actively involved in the learning
process. Next, an explanation is given of the ease of access and flexibility offered by
digital media, which allows students to learn according to their schedules and needs.
Diverse multimedia content is also described as a tool to facilitate understanding of
the material. Autocorrect and instant feedback features are recognized as important
components in helping students learn effectively (Zhang & Zou, 2021). Finally, the
paragraph summarizes the overall benefits of using digital media in English language
learning, including encouragement for self-practice, increased motivation, and access
to authentic learning resources, while still monitoring students’ progress. Through an
in-depth understanding of students’ perceptions, this study aims to provide a better
insight into how the use of digital media in English learning at IAI Tulang Bawang
has been received by students. Factors that influence their perceptions, such as ease of
use, learning effectiveness, interactivity, and active engagement, will be explored in
the research conducted.

Based on the results of previous studies, many of them state that there is a positive
influence between the use of digital media and students’ learning achievement. Some
research journals such as those conducted by (Rachmijati, 2018. Kusumaningrum et
all, 2022. Rasman, 2021. Maknun, 2022. Santosa, 2022). state that there is a positive
influence on the use of various digital media at various levels of education. Therefore,
the researcher made a study at the Islamic university level to find out the perceptions
of students learning English using various digital media. It is hoped that the results of
this study will contribute to the development of better English learning strategies at
IAI Tulang Bawang. In addition, this research can also provide further insight into the
implementation of technology in higher education in general. With a better
understanding of students’ views and preferences regarding digital media in English
learning, educational institutions can take more appropriate steps in delivering
meaningful and relevant learning experiences for students.

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B. Methods

This research will use a qualitative approach to explore students’ perceptions of the
use of digital media in learning English at IAI Tulang Bawang. The qualitative
approach allows researchers to gain an in-depth understanding of the research
subjects’ views, attitudes, and experiences. The following are details regarding the
research design, participants, data collection techniques, and data analysis that will be
used in the study (Libarkin C, Julie, 2017). This research will use a single case study
approach (Sjoberg, G., Orum, A. M., & Feagin, 2020). This case study will focus on
students’ perceptions of the use of digital media in English language learning at IAI
Tulang Bawang. Participants in this study will be selected through purposeful
sampling with inclusion criteria based on level of study, study program, and level of
experience in using digital media. About 10 students from different levels of study
and different study programs at IAI Tulang Bawang will be the participants. Data
collection will be conducted through in-depth interviews and participatory
observation. In-depth interviews will be conducted with each participant to get their
in-depth views on the use of digital media in English learning. Participatory
observation will be conducted when students are involved in the learning process
using digital media, to understand their interaction with the technology and their
responses to its use (Arifin, 2020).

The main instrument in this research is an in-depth interview guide that will be
drafted in advance. This guide will include questions related to students’ perceptions
of the use of digital media, advantages and disadvantages, positive and negative
experiences, and suggestions for improvement. Data collected from interviews and
observations will be analyzed using a content analysis approach. The analysis steps
include coding the data, identifying the main themes, and creating a narrative that
represents the findings from the data. In order to increase the validity and reliability
of the research, triangulation techniques will be used. Data will be tested by
comparing findings from different sources, such as interviews and observations. In
addition, the analysis process will be peer-checked to ensure accuracy and precision
of interpretation. By using a qualitative approach, this research is expected to provide
in-depth insight into students’ perceptions of the use of digital media in English
language learning at IAI Tulang Bawang. The results of this study can provide
valuable input for the development of more effective and student-oriented learning
strategies in the future.

C. Results and Discussion

Digital Media

Digital media is a form of content, information, and communication generated

electronically and accessible through devices such as computers, smartphones, and
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tablets connected to the internet (Marpuah et al., 2021). This includes websites that
offer a variety of content such as text, images, and videos, as well as mobile
applications that function in a variety of fields, from entertainment to education.
Social media has also become an integral part of digital media, enabling interaction
and content exchange across the globe. In addition, streaming platforms, podcasts and
e-books give users the ability to access entertainment and information more flexibly
(Yarchi, Baden, & Kligler-Vilenchik, 2020). Education has also been affected by digital
media, with e-learning platforms providing online courses. With technologies such as
Virtual Reality (VR) and Augmented Reality (AR), digital media creates immersive
experiences that change the way we interact with the digital world. With all its various
forms and functions, digital media has changed the way we communicate, get
information, learn, and socialize.

In digital media, there are several functions that need to be known. These functions
cover a wide range of aspects, from communication and entertainment to education
and business transformation. First, in the field of communication. Digital media
allows people to interact and communicate quickly and globally. Text messages, video
calls and social media allow people to connect without being limited by geographical
distance. Next, in terms of information, digital media is a rich and constantly updated
source of information. News sites, video sharing platforms and blogs provide quick
and broad access to up-to-date information on a variety of topics, connecting people
with the latest news and knowledge.

Furthermore, in the context of education, digital media plays an important role.

Online learning platforms, digital courses and interactive learning resources allow
access to education remotely, overcoming geographical and time constraints. In the
field of entertainment, digital media offers various forms of entertainment that can be
accessed flexibly. Video streaming services, online games, digital music, and podcasts
provide a variety of entertainment options that can be customized to individual
preferences, all of which make digital media a tool for business development. In the
business world, digital media is changing the way companies operate. Online
advertising, social media and e-commerce platforms allow businesses to reach a wider
target audience and interact with customers directly. In addition, digital media
provides a space for individual creativity, whether in the form of visual content,
videos, digital art, and more. It allows everyone to share their creative works with a
global audience.

Digital media also plays an important role in social interaction. Social media and
communication platforms allow people to stay connected with friends, family and
communities, especially on a global scope. In addition, digital media has an impact on
community empowerment, giving individuals a voice in social and political issues.
Governments and public service agencies can also utilize digital media to provide
public information, online services, and gather input from the public. Finally, digital
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media also contributes to accessibility, providing opportunities for individuals with

special needs to access information and services more easily. These functions of digital
media form an important foundation in the social, cultural and economic changes we
have witnessed in the digital age.

One of the main forms of digital media is a website, where pages accessible through a
web browser contain different types of content such as text, images, videos and links.
It allows users to access information, news, entertainment and web-based services.
Mobile applications are also an important component of digital media. These
applications can be downloaded and installed on mobile devices such as smartphones
and tablets, and they can offer various services such as games, social networking, e-
commerce, productivity, and more. Social media is also a part of digital media
platforms where users can interact, share content, and communicate online. This
includes platforms such as Facebook, Twitter, Instagram and others. Users can share
their thoughts, pictures, videos and keep up to date with friends, celebrities or topics
of interest. Then streaming services are also an important component of digital media.
These include video streaming such as YouTube and Netflix, where users can watch
visual content live over the internet. There are also podcast platforms, where users can
listen to audio of various topics that are uploaded regularly. Most recently,
technologies such as augmented reality (AR) and virtual reality (VR) have further
enriched the digital media experience. AR combines digital elements with the real
world, while VR creates a fully digital environment that users can explore. As such,
digital media forms a vast and diverse landscape that enables faster and easier access
to information, entertainment, and interaction, and continues to evolve with
constantly innovating technologies.

As the current phenomenon, digital media is needed in learning support tools. The
utilization of digital media in learning has changed the way education is delivered
and accessed. By using technological tools such as computers, mobile devices, and the
internet, learners and educators can engage in more interactive and flexible learning.
The use of digital media in learning involves various elements such as online learning
platforms, learning videos, interactive quizzes, and digital learning resources. For
example, online learning platforms such as Google Classroom provide a virtual space
where teachers can upload course materials, assignments, and students can submit
their work electronically. Learning videos allow teachers to explain concepts visually,
while online quizzes can assist in quickly assessing student understanding (Pokharel,
Mahendra, Campus, & Nepal, 2021). In addition, additional learning resources
accessible through the internet, such as articles and tutorials, enrich students’ learning
experience. The use of digital media allows education to be more adaptive, preparing
students for an increasingly digitally connected world. However, it is important to
design the use of digital media wisely, ensuring that learning objectives are still
achieved and inclusivity is maintained. The research shows that digital media is
utilized for English language learning in Islamic higher education.
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English Language Learning for University Students

English language learning is the process by which individuals acquire knowledge,

skills and abilities in speaking, listening, reading and writing in English. English is
one of the global languages that has an important role in international communication,
business, science, and popular culture. English language learning involves several
interrelated aspects. As in the aspect of Speaking skills. Students learn to pronounce
words, phrases and sentences in English properly. They also learn how to
communicate correctly in a variety of contexts, ranging from everyday conversations
to formal presentations. In Listening Skills, students develop the ability to listen to
and understand different accents, intonations and speaking rates in English. This
involves listening to different types of audios, such as conversations, interviews and
speeches. Reading Skills, English learning involves reading different types of texts
such as articles, short stories, news, and books in English. Students expand their
vocabulary and improve their understanding of written language. Writing skills,
students learn to express their thoughts in writing in English. This includes writing
essays, letters, emails and more. They also learn correct grammar and sentence
structure.

Then English learning can also include understanding the culture and traditions of
English-speaking countries. This helps students to communicate more effectively and
sensitively in cross-cultural situations. In the digital age, technologies such as online
learning platforms, videos, and English language apps play an important role in
facilitating English learning. Students can access digital learning resources and
practice their skills online. English language learning can happen in a variety of
contexts, including in schools, universities, language courses, or even independently
through online learning resources. The ultimate goal of English language learning is
to help individuals become more effective communicators in this international
language, opening doors to wider personal and professional opportunities. However,
when English language learning is done at the student level, there are also some
difficulties encountered.

The difficulties often faced by university students in learning English include various
aspects that affect their language comprehension and skills. Firstly, they often
encounter difficulties in the pronunciation of English words and phrases due to the
variety of accents and intonations that exist. In addition, it is necessary to remember a
lot of new vocabulary, which can be challenging and take time to master. Grammar
issues also arise, as English grammar rules, such as tense and prepositions, are
different from their native language. Direct translations from the native language to
English are often inappropriate or do not have the same meaning, resulting in errors
in sentence structure. Difficulties in listening to English arise from varying accents,
speaking speed, and words that may be unfamiliar. Lack of active practice speaking
and interacting in English can also make students feel less confident. Cultural barriers
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in English also need to be understood in order to understand the meaning of terms

and expressions. Sometimes, these difficulties can reduce motivation to learn and
hinder their English language development. With the recognition of these difficulties,
students and educators can work together to overcome them through suitable
learning methods and approaches that focus on consistent and contextualized
practice. In practice, it is necessary to support the atmosphere and process of learning
English to be cool, interesting, fun, practical, and not boring by utilizing digital media.

The use of digital media is highly relevant in overcoming the difficulties faced by
students in learning English. Various technological tools and platforms can provide
effective solutions to overcome these barriers. Digital media can provide interactive
learning resources in the form of learning videos and audio. This helps to improve
pronunciation and understand accent variations in English. Videos and audios also
allow students to listen to different accents, intonations and speaking speeds, thus
improving their listening skills. Online English learning apps and platforms can
provide structured vocabulary and grammar exercises. This helps students expand
their vocabulary and improve their understanding of grammar.

Collaborative platforms in digital media allow students to interact and speak in

English with fellow students or even native speakers. This gives them the opportunity
for active practice, improving speaking skills and confidence. Digital learning
resources such as articles, blogs and e-books help students read in English regularly,
improving reading comprehension and vocabulary expansion. Fifth, multimedia
content in English such as movies, music videos and podcasts not only help improve
language comprehension, but also provide cultural insights that can help overcome
cultural barriers. Digital media can provide diverse writing experiences, from
personal blogs to online forums, thus strengthening writing skills in English. By
integrating digital media in English learning, students can overcome many of the
difficulties they face. This allows for more interactive, flexible and real-world
connected learning, ultimately improving their English skills holistically.

Students’ Perception of Digital Media in English Learning

Based on students’ responses, they use many apps to learn English although there are
several different apps such as English Learning Discourse Assistant (ELSA), Quizlet,
Canva, Schoology, Google Study Hall, and Padlet, babble, beelinguapp, YouTube,
wakelet but they have favorite apps which are Canva, YouTube and ELSA. Canva, for
example, is a tool that is loaded with features and functionality that is quite easy to
use so that anyone who plays on words can create a variety of interesting content that
is shared”. So, Canva can be used to learn English in writing. For example, in writing
there is material about advertising, students can use Canva to create brochures, flyers,
and greeting cards by exploring student creativity (Dewaweb team. 2022). Then there
is YouTube, which is a page that utilizes the web to run its features, with YouTube, a
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client can post or display recordings or movements so that they can be seen and
appreciated by many people.

Some students who have different intelligence are also greatly helped in learning by
using YouTube. Because YouTube not only displays videos but also has audio or
sound that can accommodate audio and visual needs. There is also an application
called English Learning Discourse Assistant (ELSA) and was designed by Vu Van in
2015, and is based in San Francisco, United States. A new application was born to
make it easier for us to speak English to the extent of perfecting pronunciation. The
app utilizes man-made consciousness (simulated intelligence) and discourse
acknowledgment to help improve and perfect English pronunciation. After one year
of operation, ELSA has become a business model for the startup world in Vietnam
when it was announced as the winner of SXSWEdu Send off 2016. This tool really
helps IAI Tulang Bawang students to improve their pronunciation in English.

Based on the results obtained, researchers found that most students prefer to use
digital media rather than non-digital media in learning English, because it is more
diverse, interesting, real and easier to learn. Of the 10 respondents who had been
interviewed in depth, stated the reasons they prefer digital media over non-digital
media. The reasons they choose digital media are listed in the following table:

Table 1. Student Perceptions of the Use of Digital and Non-Digital Media

No Digital Non- digital

1 Practical Less practical
2 Modern Not modern
3 Student-centered learning Teacher-centered learning
4 Engaging Boring
5 Doesn’t require a lot of paper Requires paper

The results of this study also state that students can be motivated because digital
learning has different levels or levels of difficulty so that students can adjust
themselves according to their level of English language ability. So that they can grow
into autonomous learners. Many studies have been conducted and shown that
autonomous learning is an important learning condition. With appropriate direction
and activities, student autonomy can help improve English language proficiency.
Dafei (2007) in his research, showed that students’ English proficiency is significantly
and positively related to their learning autonomy.

In addition, it mentions that to increase the chance of successful learning and language
development, students need to be motivated to develop their learning strategies in
order to become autonomous learners. Students’ communication needs to be
supported, they need to self-organize and direct their learning in and out of school.
This concept of independent learning is aligned as a manifestation of the Merdeka
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Curriculum. Currently, education in Indonesia is in the era of 21st Century Education

which is characterized by the era of the industrial revolution 4.0 which requires
students to have learning skills in critical thinking and problem solving,
communication, creativity and innovation, and collaboration. Technology and
information that continues to develop rapidly as part of the teachers’ challenges is an
important tool in implementing the learning process as Sivakumar, 2023. shows that
digital learning resources can increase the effectiveness of learning effectiveness. The
principles in the Merdeka Curriculum include contextual learning, student-centered
learning, future-oriented learning, and learning based on students’ abilities and needs
in the Pancasila student profile. These principles require students to take more control
and responsibility for their learning process.

Some students explained that the problem that often arises is about web connection.
Many applications require a good web connection, while many students have a poor
one, so it becomes an obstacle in their learning compositions. In addition, some
problems arise, such as some devices are not compatible with the application because
the application requires always updated devices. So, the app will not work properly
when the device is not updated with time. Another issue is about the account to log
into the app. Almost all apps require a verified account to login, some students have
problems with accounts such as forgetting email or customized password structure,
so it is time-consuming.

So, based on the results we found, basically students have awareness in technology,
so they think education needs technology because education needs development and
technology can develop education. As long as the conditions support the learning
process with digital media, such as internet connection and compatible devices, it can
be a good combination for educational development. The researcher expects the use
of digital media in English learning to be improved all the time. Lecturers and
students must keep up with the current development of digital media so that the
learning process can keep up with the digital era.

D. Conclusion

The world of education will not be separated from the development of digitalization.
Based on this research, it can be stated that digital media can help students become
autonomous learners who have an interest in learning especially English better from
within themselves. Students’ perceptions of the use of digital media also facilitate the
young spirit of students who feel facilitated by modern tools that are very close to
their lives today. This can produce students who are creative and like to learn English
without coercion, which in turn can develop themselves without being confined by
the limitations of the classroom.

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The results of the study are expected to provide an overview of the effectiveness of
digital media in improving students’ understanding and mastery of English, as well
as identifying supporting and inhibiting factors for the implementation of digital
media. Recommendations for the development of learning using digital media are also
expected to emerge from the results of this study, so that educational institutions can
better utilize technology in the learning process. Further implications of this research
can also stimulate more in-depth future research, such as studies on the most effective
types of digital media or their impact on student academic achievement, in order to
continue to improve and optimize English language learning at IAI Tulang Bawang.

E. Acknowledgement

We would like to humbly express our sincere gratitude to all those who have provided
support and valuable contributions in this research. The research on “Student
Perceptions of Using Digital Media for English Learning at IAI Tulang Bawang”
would not have been possible without the cooperation and participation of the various
individuals involved. We would like to thank all the students of IAI Tulang Bawang
who have been willing to participate in this research by providing their views and
experiences on the use of digital media in English language learning. Their
contributions have been an important basis in describing students’ perceptions. We
would also like to express our gratitude to the lecturers and academic staff of IAI
Tulang Bawang who have provided support, insight and guidance in steering this
research in a better direction. Their assistance in providing valuable information and
resources was invaluable. Thanks also to colleagues who have provided constructive
input and views in enriching the analysis and interpretation of the research results.
Last but not least, we would like to express our gratitude to the institutions or parties
that have financially supported our research. Without the support provided, the
implementation of the research with all its stages would not have been possible.
Finally, we would like to thank all those who have participated, either directly or
indirectly, in the course of this research. Hopefully the results of this research can
provide benefits and contributions to the development of English language learning
and education more broadly.

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