English Education:Journal of English Teaching and Research
The English-Education: Journal of English Teaching and Research (JETAR) is a blind peer-reviewed journal published by Research Institutions and Community Services, University of Nusantara PGRI Kediri. Based on the Decree of the Director General of Research and Development No 295/C/C3/KPT/2026 January 2 2026, JETAR is accredited Sinta 3 starting from Volume 10 No. 1 2025 to Volume 14 No. 2 2029. Thus journalpublished biannually in May and October. It presents articles in the area of English Language Teaching and Learning, Linguistics, and Literature. The contents of the articles include analysis, studies, theory application, research reports, and materials developments.
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Fostering Critical Thinking through Digital Game-Based Learning: A Case Study
Critical thinking is increasingly recognized as a vital skill for young learners in the twenty-first century. This qualitative case study investigated how online educational games fostered critical thinking in an eight-year-old English learner. Data were collected through participatory observation, semi-structured interviews, and screen recordings, and were analyzed thematically using Facione’s framework. The results indicate that game-based tasks activated several dimensions of critical thinking, particularly interpretation, analysis, inference, and evaluation, through interactive and meaningful engagement. The study also highlights the important role of adult scaffolding in supporting learners’ questioning, clarification, and reflective decision-making during gameplay. These scaffolds enabled the learner to connect prior schemas with new information and refine decisions. The study offers preliminary insights into how critical thinking in young learners may be understood from both cognitive and sociocultural perspectives within digital learning environments. In practice, the findings suggest that online educational games can support the development of critical thinking when accompanied by appropriate facilitation by teachers or parents. However, the study is limited by its single-case design; therefore, future research is recommended to investigate digital game-based learning and critical thinking across broader groups of participants and educational contexts.
Copyright (c) 2026 Katrin Pepita, Sri Setyarini https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Cooperative Learning Experiences in EFL Reading Classes
This study explores students' perceptions of cooperative learning in EFL reading classes at the secondary school level in Indonesia. It aims to examine students’ engagement and social dynamics during cooperative learning activities. A case study design was employed, involving 35 students who completed a 14-item Likert-scale questionnaire assessing motivation, self-confidence, anxiety reduction, and peer support. In addition, semi-structured interviews were conducted with eight students to gain deeper insights into their experiences. The results indicate that most students perceive cooperative learning positively. The quantitative data show that cooperative learning helps reduce students’ anxiety and enhances peer support. The qualitative findings reveal that cooperative interaction facilitates students’ understanding of complex reading texts; however, challenges such as unequal participation among group members were also identified. The effectiveness of cooperative learning appears to depend not only on group formation but also on strategies that ensure equitable participation, highlighting the importance of the teacher’s active role in managing student interactions and the structuring of participation as a key component in cooperative learning models.
Copyright (c) 2026 Nadiya Andriana, Pasca Kalisa https://creativecommons.org/licenses/by-sa/4.0
The Effect of Padlet-Based KWL Reading Strategy on Senior Highschool Students’ Reading Comprehension In Report Text
The objective of this research was to determine the significant difference in students’ reading comprehension achievement between students taught using the Padlet-based Know-Want to Know-Learned (KWL) chart strategy and those taught using a conventional reading strategy.A quantitative method with a quasi-experimental design was employed with the participants involving the students in English reading lesson. The samples taken using purposive sampling numbered 36 for the experimental class and 36 for the control class. After the pretest and posttest were conducted, the data obtained showed an increase in the average English proficiency of the experimental class students from 69.22 to 91.11. This indicates that the students' reading skills increased significantly after the treatment was conducted. Although the statistical analysis did not reveal a significant difference between the experimental and control groups, the experimental group taught using the Padlet-based KWL chart strategy demonstrated a higher mean gain score and a larger effect size. Nevertheless, the experimental group taught using the Padlet-based KWL chart strategy demonstrated a higher mean gain score and a larger effect size, indicating that the strategy still had a meaningful practical impact on students’ reading comprehension despite the absence of statistical significance.
Copyright (c) 2026 Tantri Frista Hapsari, Yuri Lolita https://creativecommons.org/licenses/by-sa/4.0
Empirical Evidence on the Use of ChatGPT in Developing EFL Students’ Reading Comprehension: A Systematic Review
This study presents a systematic review of recent empirical research on the use of ChatGPT in developing EFL students’ reading comprehension. The increasing integration of AI tools in language education has raised the need to synthesize evidence regarding their pedagogical effects, particularly in reading instruction. Despite growing scholarly interest in AI-assisted language learning, synthesized evidence specifically addressing ChatGPT’s role in EFL reading development remains limited. Accordingly, this review aims to (1) identify the empirical evidence on ChatGPT use for EFL reading comprehension and (2) explore the reported effects of ChatGPT on EFL students’ reading comprehension. Using a PRISMA-guided selection process, 12 empirical studies published between 2024 and 2025 were included based on established inclusion criteria. The findings indicate that the available evidence is dominated by experimental and quasi-experimental designs, supported by surveys, interviews, and benchmarking studies. Across the reviewed articles, ChatGPT use is consistently associated with improvements in reading comprehension, as well as gains in reading proficiency and competency, main-idea comprehension, inferencing, critical reading and contextual understanding. The review also highlights the role of ChatGPT in facilitating reading comprehension through instructional support such as text simplification and summarization. Despite these findings, the review is limited by the small number of included studies, the limited methodological diversity, and variations in contextual settings and outcome measures. Future research is recommended to apply standardized reading assessments, longer interventions, and broader participant populations to strengthen generalizable evidence for EFL reading pedagogy.
Copyright (c) 2026 Erwin Kainta, Rahmatul Firdausa Umarella https://creativecommons.org/licenses/by-sa/4.0
ChatGPT-Assisted Interactive Speaking Practice: EFLStudents’ Perceptions
The use of generative Artificial Intelligence has increasingly influenced English Language Teaching, particularly in supporting speaking practice. One widely used AI tool is ChatGPT, which offers flexible opportunities for language learning. However, studies on students’ perceptions of its use in speaking activities at the senior high school level remain limited. This study aims to explore EFL students’ perceptions of using ChatGPT for speaking practice. This study employed a descriptive qualitative design. Data were collected through a questionnaire and supported by semi-structured interviews with selected students, and were analyzed using thematic analysis. The findings show that students perceive ChatGPT as a useful tool that provides additional opportunities for practice, increases confidence, and supports independent learning. However, several challenges were also identified, including over-reliance on the tool, uncertainty about the accuracy of responses, and the lack of real human interaction. Students also emphasized the importance of teacher guidance in using ChatGPT effectively and responsibly. These findings suggest that students’ perceptions should be considered in integrating AI tools into language learning, and that guided use of ChatGPT can support more meaningful speaking instruction.
Copyright (c) 2026 Ichda Aulia Rohmah, Irmayani, Anita Dwi Hapsari, Buyun Khulel, Syifa’ Khuriyatuz Zahro https://creativecommons.org/licenses/by-sa/4.0
Improving Students’ Reading Comprehension of Procedural Texts through the SQ3R Strategy
Low reading comprehension remains a challenge for many vocational high school students, particularly in understanding English procedural texts. Although the SQ3R (Survey, Question, Read, Recite, Review) strategy has been widely used in reading instruction, its implementation in vocational high school settings still receives limited attention. Therefore, this study aims to investigate whether the SQ3R strategy can improve students’ reading comprehension of English procedural texts. This research employed a Classroom Action Research design conducted in two cycles. The subjects of this study were twenty-five tenth-grade students majoring in TITL ( Electrical Power Installation Engineering) SMK Excellent 1 Kota Tangerang. Data were collected through observation sheets and reading comprehension tests and were analyzed qualitatively and quantitatively. The results showed an improvement in students’ reading comprehension in each cycle. The average score in Cycle I was 52.6 and increased to 78.8 in Cycle II. In addition, students showed better participation and focus during the learning process. The findings suggest that the SQ3R strategy effectively supports the improvement of procedural-text comprehension among vocational high school students.
SQ3R; Reading comprehension; Classroom action research
Copyright (c) 2026 Yudha Prayoga, Imam Sudarmaji, Lastry forsia https://creativecommons.org/licenses/by-sa/4.0
The Implementation of WhatsApp Voice Note to Improve Students’ Speaking Skills at SMK Labschool Tangerang Raya: A Classroom Action Research
This study aimed to improve the speaking skills of twelfth-grade students at SMK Labschool Tangerang Raya through the implementation of WhatsApp voice note. To achieve this objective, the researchers employed technology-based media to support the teaching and learning process. The WhatsApp voice note feature was utilized as a Mobile-Assisted Language Learning (MALL) medium in instructional activities. This study employed a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings involving seventeen students. Data were collected through classroom observations, speaking performance tests, and questionnaires. The speaking assessment was conducted through storytelling performances using a scoring rubric based on pronunciation, fluency, intonation, and accuracy. The results indicated a consistent and gradual improvement in students’ speaking abilities, particularly in terms of fluency and pronunciation accuracy. In addition, the students demonstrated increased engagement during classroom activities. There was an increase in students’ average speaking scores from 36.76 in Cycle 1 to 43.38 in Cycle 2, with a mean gain score of 6.62 points. Questionnaire findings also indicated increased student engagement during speaking activities using WhatsApp voice notes. The reflection from these findings suggest that WhatsApp voice notes can support the improvement of students' speaking skills in EFL classrooms.
Copyright (c) 2026 Anggie Anggraeny Pradani, Imam Sudarmaji, Khilda Shopia, Purnawati https://creativecommons.org/licenses/by-sa/4.0
The Analysis of Writing Assessment Types in Textbook English for Nusantara Grade 7
Writing assessment is essential for improving student' writing skill, but thorough studies of how it is implemented in widely used national textbooks are limited. This study aims to identify the types of writing assessment tasks presented in the English for Nusantara Grade 7 textbook and to examine how these tasks align with established writing assessment frameworks. Utilizing qualitative content analysis, all writing activities throughout five chapters were assessed and classified according to Brown's (2004) taxonomy of imitative, intensive, responsive, and extensive, as well as performance-based assessment standards. The findings show a planned evolution of writing assessments. The first chapters are primarily made up of imitative and demanding exercises (for example, matching, filling tables, and listing terminology). These serve as a scaffold for responsive writing tasks (such as concise description or organizational paragraphs) that demand connected discourse. Extensive writing tasks (whole, cohesive paragraphs) are less common, but they do occur in the following sections and enrichment activities. Pre-writing exercises provide valuable support but do not directly test writing abilities. Overall, the textbook aligns moderately with known paradigms, while possibilities for comprehensive writing are inadequate. These results provide insights for enhancing writing assignments in EFL textbooks and point to the need for more study comparing writing assessments throughout materials and investigating the experiences of learners using each assessment type.
assessment frameworks; Brown’s taxonomy; EFL textbook
Copyright (c) 2026 Yenny Teriana, Ira Maisarah https://creativecommons.org/licenses/by-sa/4.0
Delving into Critical Incident Experiences of EFL Teachers: A Lesson Study Reflection
This qualitative research explored Critical Incident (CI) experiences of English as a Foreign Language (EFL) teachers through the frame of Lesson Study (LS). Five EFL local teachers at SMPN 1 Nguter participated in this research. The purpose of this study was to explore the impacts of Critical Incident (CI) experiences on the professional development of English as a Foreign Language (EFL) teachers and to examine how these experiences influenced their teaching practices at SMPN 1 Nguter through the framework of Lesson Study. The study also aimed to understand how reflective practices within lesson study activities could contribute to the development of adaptive, student-centred, and culturally responsive teaching strategies. Data were collected using interviews, observation, guided reflection, and document analysis. A narrative inquiry research design was applied. The data were analyzed through triangulation and coding (open-, axial-, and selective coding). The result indicated that the impact of CI experiences on TPD includes emotional resilience, pedagogical improvement, professional learning community, and lifelong learning. These experiences improved teaching practice by supporting adaptive teaching strategies, particularly in rural contexts. Reflective CI analysis can promote more student-centered and culturally responsive teaching. These findings emphasizes the importance of structured reflection within collaborative frameworks, such as lesson study (LS), to promote continuous professional development among EFL teachers in similar educational setting worldwide. Further research is needed to explore the long-term impact of reflective practice on teaching effectiveness and student outcomes.
Copyright (c) 2026 Yuli Ari Sandy, Paulus Kuswandono https://creativecommons.org/licenses/by-sa/4.0
English Teachers' Directive Speech Acts in The Classroom at Elementary Schools
This study aims at examining directive speech acts (DSAs) used by English teachers in elementary school classrooms. Teachers apply DSAs, such as questions, requests, and recommendations, to help students. Using observation, recording, and interviews, the study was carried out in a Grade V classroom. According to the findings, teachers primarily used requests (33.33%) and questions (53.33%) to monitor student engagement, manage activities, and assess understanding. Advice (6.67%) and prohibitions (6.67%) were less frequent yet crucial for support and discipline. Questions became the most prominent type of directive speech act in this study because they play a central role in guiding classroom interaction. Through questions, teachers can check students understanding, keep their attention, and encourage participation. Compared to other directive speech acts, questions are more flexible and easier to adapt to the students’ limited English proficiency. This makes question the dominant and most effective strategy observed in the classroom. These results demonstrate how crucial directive speech acts are when instructing young students in English. The study offers useful suggestions for teacher preparation and contributes to pragmatic research.
Copyright (c) 2026 Aisya Rayya Syahira , Inayatu Dzil 'Izzati Al-latif, Intan Sapna Febria, Teguh Sarosa https://creativecommons.org/licenses/by-sa/4.0
Practices of Translanguaging in English Classroom in Indonesian EFL context: A CaseStudy
Translanguaging has been widely studied in the multilingual context of English language learning, but in-depth research on specific cases has not been conducted yet. This study aims to identify translanguaging practices in Indonesian classroom. Through a case study, this qualitative research collected data from classroom observations and analysis of teacher-studentinteractions recordings. Based on the classroom observation data, this study highlights various translanguaging practices carried out by teachers and students using Indonesian, English, and Javanese in English classes of 36 students. Translanguaging practices were implemented during learning sessions, including openings, main activities, and closings. The data reflect interlanguage interactions in EFL contexts in a multicultural and multilingual countrylike Indonesia. The findings indicate that translanguaging is an effective and natural practice in Indonesian EFL classrooms and has the potential to support a more inclusive and communicative language learning process. The data from the classroom observations highlight various translanguaging practices by both teachers and students using Indonesian, English, and Javanese in combination. The data reflect interlanguage interactions in EFL contexts in a multicultural and multilingual countrylike Indonesia.
Copyright (c) 2026 Azzahra Qur'ani Putri , Siti Asmiyah, Irwan Puji Prasetyo https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Self-Regulated Learning Strategies in Writing and Senior High School Students’ Writing Performance
The objectives of the research were to identify the components of self-regulated learning (SRL) strategies used by high school students in writing performance and to investigate the correlation between self-regulated learning strategies in writing and students’ writing performance among senior high school students. The study employed a quantitative correlational design, with data collected from 126 tenth-grade students who were selected using convenience sampling. To examine students’ writing strategies, the researchers utilized the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ). The instrument demonstrated a high level of internal consistency, as indicated by Cronbach’s alpha coefficient of 0.895. Descriptive statistical analysis revealed that students primarily employed metacognitive and cognitive strategies at a high level, while social-behavioral and motivational strategies were used to a moderate extent. A very strong positive correlation was found (Spearman’s ρ = .849, p < .01) with motivational strategies showing the strongest correlation among the other components. In conclusion, the findings confirm a very strong and significant correlation between SRL strategies and students’ writing performance, with motivational strategies showing the strongest correlation. These findings highlight the importance of integrating SRL focused instruction into EFL writing pedagogy to improve student engagement, autonomy, and writing proficiency. This result contributes to future academic inquiry by offering a basis for further exploration of SRL strategies in diverse EFL writing contexts.
Copyright (c) 2025 Rosary Nugraeni, Suvi Akhiriyah https://creativecommons.org/licenses/by-sa/4.0
Exploring Students’ Engagement Perspectives and Overcoming Writing Challenges in Academic Writing Classrooms
Technology-based writing pedagogy in higher education plays an important role in fostering a more interactive and collaborative learning environment. However, the extent to which digital platforms promote meaningful student engagement and support students in overcoming academic writing challenges remains underexplored, particularly in English as a Foreign Language (EFL) contexts. Therefore, this study aims to explore students’ engagement in academic writing through the use of Google Docs and to examine how this platform helps address challenges encountered during the writing process. This study employed a qualitative method with a case study approach conducted in a third-semester academic writing class at a university in East Java. Data were collected through questionnaires and semi-structured interviews involving 39 participants. The findings revealed that students perceived Google Docs positively in supporting engagement, motivation, and collaborative productivity during academic writing activities. The platform facilitated active participation, feedback exchange, and collaborative interaction throughout the writing process. However, several challenges were also identified, including maintaining student engagement, supporting more structured and coherent writing, adapting learning practices to digital environments, and managing writing format consistency. These findings suggest that Google Docs can function as a supportive pedagogical tool when integrated with appropriate instructional strategies. This study contributes to a better understanding of how collaborative technology can support student engagement and address writing challenges in EFL higher education contexts.
Keywords: Google Docs; writing engagement; higher education; writing skills
Copyright (c) 2026 Muhammad Deni Irkhamil Maulana; Annisa Jihan Salsabil https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Perceptions of QuillBot as an AI-Powered Paraphrasing Tool in Thesis Writing
Paraphrasing skills hold significant value in academic writing, specifically in undergraduate thesis and proposal writing, to avoid plagiarism. QuillBot, an AI-powered paraphrasing tool, aided students in producing better writing. This research explored how students perceived the use of QuillBot in supporting their academic writing, mainly in writing a proposal and thesis. The study used a qualitative approach with a case study design. Seven students from the eighth semester of the English Education Study Program at UIN Raden Fatah Palembang were selected as participants. The selection of participants in this study was conducted by purposive homogeneous sampling. Data were gathered through semi-structured interviews and thematic analysis was employed to analyze the findings. The results of the study showed that students considered QuillBot to have advantages in discovering synonyms quickly, enhancing clarity and meaning in writing, enhancing vocabulary acquisition, saving time, being easy to utilize, and connecting with various platforms. However, students also recognized the weaknesses of using QuillBot, such as the need to double-check the results and the risk of over-reliance on technology. In conclusion, QuillBot was perceived as an effective tool if used in balance with independent writing practice to enhance writing skills. This study implies that AI-based paraphrasing tools are a supportive resource for academic writing, provided that students are taught to use them critically and avoid overreliance on such tools.
Copyright (c) 2026 Friska Indria, Amalia Hasanah, Winny Agustia Riznanda https://creativecommons.org/licenses/by-sa/4.0
Teaching English using Delegator Teaching Style for Aviation Cadets: An Autoethnography
This autoethnography explores my five-year journey of employing a delegator teaching style to instruct English for Specific Purposes (ESP) to aviation cadets in an Indonesian aviation academy. It delves into the practical application of this student-centered approach within a highly specialized and often hierarchical training environment. Through personal narratives, reflections, and an analysis of classroom dynamics, this study examines the successes, challenges, and evolution of my pedagogical practice. Furthermore, it critically investigates the connection between the delegator teaching style and the facilitation of deeper learning, characterized by critical thinking, problem-solving, collaboration, and self-directed learning, essential for the future careers of aviation professionals. The Indonesian socio-cultural context, the unique demands of aviation English, and the inherent characteristics of the cadets are interwoven throughout the narrative to provide a rich, contextualized understanding of this pedagogical experience. This work aims to offer insights for educators in similar specialized vocational settings, particularly within the Indonesian or Southeast Asian context.
Copyright (c) 2026 Raga Driyan Pratama, Siusana Kweldju https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception on the Use of ELSA Speak Application in Pronunciation
This study aims to investigate Indonesian EFL learners’ perceptions of using the ELSA Speak application for pronunciation learning. This study employed a qualitative case study approach to investigate students’ perceptions of using the ELSA Speak application in pronunciation learning. The data of the study were collected through semi-structured interviews with second-semester English Education students at a university in Indonesia. The collected data were analyzed using thematic analysis. The findings of the study reveal that students perceive ELSA Speak as a highly beneficial tool for improving pronunciation skills. Students perceived ELSA Speak positively because it provides immediate corrective feedback, is easy to use, and supports pronunciation practice. However, ELSA Speak also presents several challenges, including internet connectivity issues and initial difficulty in navigating and understanding the application interface. These results align with the Technology Acceptance Model (TAM), emphasizing the app's perceived usefulness and ease of use. The research contributes to the discourse on technology-enhanced language learning by validating ELSA Speak's efficacy while identifying areas for improvement, such as accessibility and interactivity. In brief, Indonesian EFL learners perceived ELSA Speak as an alternative tool for teaching and learning pronunciation.
EFL learners; ELSA Speak; Pronunciation Instruction.
Copyright (c) 2026 Mochamad Fazri, Puji Siswanto, Obay Jambari https://creativecommons.org/licenses/by-sa/4.0
Optimization of English Ability for Grade 10 Students at At-Tajdid Blora High School Through Speak It, Love It, Ace It Method
The problems addressed in this study are the students’ low confidence and performance in English speaking and comprehension due to uniform teaching strategies that do not accommodate diverse learning needs. Speak It, Love It, Ace It" method is used to solve the problems. This study aims to enhance the English-speaking proficiency and confidence of 10th-grade students at SMA At-Tajdid by assessing their current abilities, implementing the Speak It, Love It, Ace It method within a differentiated learning framework tailored to diverse proficiency levels and learning styles, and evaluating the effectiveness of this integrated intervention through both qualitative and quantitative measures. The study, involving 25 purposively selected 10th-grade students, employed a two-cycle design of planning, action, observation, and reflection, using observation, tests, interviews, and documentation to analyze changes in students’ performance and participation across cycles. The findings indicated a clear positive trend, with notable gains in speaking fluency, vocabulary use, and classroom engagement. Students demonstrated greater motivation and more positive attitudes toward learning English, and overall performance improved significantly across cycles, surpassing the established success criteria. These results highlight the potential of integrating affective engagement strategies with differentiated instruction to enhance oral proficiency in EFL secondary contexts.
Copyright (c) 2025 Helmi Gunawan, Eva Hertnacahyani, Retno Wahyusari, Hendri Suryanto https://creativecommons.org/licenses/by-sa/4.0
Enhancing Pre-School Students’ Vocabulary Skills through Digital Storytelling: A Classroom Action Research
This classroom action research aimed to enhance preschool students’ vocabulary skills through the use of digital storytelling and to observe their engagement during the learning process. The study was conducted in two cycles, each consisted of two sessions with fourteen students aged five up to six years from a preschool class in Batam. Data was collected through pre and post-tests and classroom observations. Analysis involved comparing the mean test scores to assess vocabulary growth and using qualitative data from observations to evaluate the effectiveness of the digital storytelling actions within each cycle. The results demonstrated a significant improvement in students’ vocabulary mastery, evidenced by the average performance in the pre-test shifting to a very good category in the post-test. Furthermore, classroom observations confirmed higher levels of attention, enthusiasm, and interaction during the learning sessions. The findings confirm that digital storytelling is an effective and engaging method for vocabulary instruction in early childhood education. It supports vocabulary retention and student motivation even when applied with simple technology. This study recommends the integration of digital storytelling in early language learning and encourages future research to explore its long-term impact and application across various language skills.
Copyright (c) 2025 Theodesia Lady Pratiwi, Yowina Trisannia, Leil Badrah Zaki https://creativecommons.org/licenses/by-sa/4.0
Marking Meaning: EFL students’ Annotation as a Tool for Academic Literacy
In the context of Indonesia higher education, English academic reading poses notable challenges for EFL students, particularly due to complex language and limited instructional support. To address this issue, annotation emerges as a critical strategy to facilitate comprehension and engagement with scholarly texts. This study aims to explore the annotation practices employed by eight-semester EFL students when reading academic materials. Using a descriptive qualitative method, data were collected through documentation of annotated texts and semi-structured interviews involving six students from an English Language Education Study Program at Pakuan University. The analysis followed Marshall's framework, categorizing annotations into three types: anchor only, content only, and compound. Findings revealed that students predominantly used anchor only annotations-highlighting and underlining- to mark essential information. Some employed compound annotations by integrating text markers with reflective notes, while content only annotations were less frequent but demonstrated deeper processing through independent summaries. These practices indicate that annotation supports not only reading comprehension but also academic writing and critical engagement. The study recommends integrating explicit instruction on annotation techniques into EFL reading curricula to empower students as active readers and knowledge constructors.
academic literacy; annotation strategy; reading comprehension
Copyright (c) 2025 Lungguh Halira, Leora Grahadila Andovita, Susi Aslamiyah, Atti Herawati https://creativecommons.org/licenses/by-sa/4.0
English Education Students’ Challenges Integrating Literature in Theses
The study addresses the pervasive difficulties students encounter in locating appropriate, current, and topic-specific literature, synthesizing existing research with their own arguments, maintaining narrative cohesion, and navigating the complexities of the literature review chapter. A significant concern is the increasing reliance on AI tools and the associated ethical considerations. This research aims to identify and examine the specific challenges of English language Education students face in integrating literature sources, such as improper paraphrasing, overreliance on direct quotations, ineffective synthesis, and limited understanding of citation conventions. It also seeks to explore underlying causes like insufficient academic writing training, low language proficiency confidence, and lack of familiarity with scholarly literature. A qualitative narrative inquiry approach was employed, involving semi-structured interviews with four eighth-semester undergraduate students from the English Language Education Department. Data were analyzed using narrative analysis to understand participants' experiences, perceptions, and strategies in navigating literature integration challenges. Trustworthiness was the validation variable used in this investigation. Findings reveal that students struggle with finding relevant sources, adjusting quotes to fit personal arguments, and maintaining narrative cohesion, with the literature review consistently identified as the most challenging section. While AI tools like ChatGPT are perceived as effective for efficiency and ideal generation, ethical considerations regarding plagiarism are crucial. Students effectively use conceptual maps and matrices for organization. The study concludes with a strong demand for practical support, including workshops and resources, to enhance literature integration skills, emphasizing the urgent need for targeted pedagogical interventions to improve thesis quality.
Literature Integration; Thesis Writing; English Language Education; Academic Challenges; AI in Academia.
Copyright (c) 2025 Nisa Arrizki, Aang Fitro Hidayat, Armelia Nungki Nurbani https://creativecommons.org/licenses/by-sa/4.0
The Use of Code-Crossing in EFL Classroom Interaction
The purposes of this research were to find out the forms and factors that cause code-crossing in EFL classroom interaction. This research was conducted using a descriptive qualitative approach. The researchers selected thirty participants from the English Education Department at Universitas Muhammadiyah Sorong (Muhammadiyah University of Sorong). The researchers took participants from the fourth semester. The researchers observed the activity in the class during the teaching process. The data of this study were collected by using classroom observation and interview. The researchers used five stages in analyzing the data, which are data cleaning, data coding, descriptive analysis, comparative analysis, and interpretation of results. The research revealed that the way lecturers and students engage in code-crossing, using both high and low codes, is shaped by social status, social distance, and mutual familiarity. Findings indicated that classroom interactions involved two main types of codes: high and low codes. Students predominantly employed high code, whereas lecturers were more inclined to use low code. Key determinants for code selection included the lecturer’s social status and age differences. Additionally, factors such as social distance, familiarity, and cultural background also played role in influencing the use of high code by both lecturers and students during classroom exchanges. These findings suggest that language within educational contexts serves purposes beyond mere communication. It reflects cultural norms, social expectations, and interpersonal relationships. Understanding how lecturers and students engage in code-crossing offers valuable insights into enhancing classroom interaction, inclusivity, and mutual respect. The key contribution of this research lies in its empirical evidence showing that code-crossing, often perceived as informal or peripheral, actually plays a crucial role in shaping effective classroom communication and fostering social cohesion.
classrom interaction; code-crossing; EFL classroom
Copyright (c) 2025 Ahmad Wael, Yuliana A.,, Rezkiah Hartanti, Ana Fadila https://creativecommons.org/licenses/by-sa/4.0
Exploring the Implementation and Outcomes of a Digital Storytelling Project in an EFL Secondary School Speaking Class
This study addresses the limited understanding of how digital storytelling projects are implemented in secondary EFL speaking classes, despite their recognized potential for fostering communicative and creative learning. It explores the implementation process and outcomes of a Digital Storytelling Project (DSTP) conducted in an Indonesian EFL secondary school. Using a qualitative interpretive case study design, data were gathered through classroom observations and rubric-based assessments involving one English teacher and twenty-one eighth-grade students divided into four groups. The analysis revealed that DSTP was carried out through three main stages, including planning, implementing, and reporting, with varying degrees of teacher facilitation. The project stimulated students’ engagement, collaboration, and creativity. However, insufficient scaffolding and unclear guiding questions during the planning phase affected project coherence and duration. Students’ speaking performance improved particularly in fluency and pronunciation, while issues remained in content clarity and narrative structure. Overall, DSTP provided meaningful opportunities for authentic language use and collaborative learning. The study concludes that digital storytelling, when implemented with adequate instructional scaffolding, can serve as a pedagogically rich medium for teaching speaking and aligns with the principles of Indonesia’s Independent Curriculum emphasizing creativity, collaboration, and student agency.
Copyright (c) 2025 Siti Syaidatul Wahyuda Puja Imama, Ririn Pusparini https://creativecommons.org/licenses/by-sa/4.0
Foreign Language Anxiety in the Era of Educational Reform: A Mixed-Method Study of English Learning in Indonesian Secondary Schools
This study investigates the levels and contributing factors of Foreign Language Anxiety (FLA) among eighth-grade junior high school students within the Kurikulum Merdeka. Employing a mixed-methods explanatory design, it combines quantitative data from the Foreign Language Classroom Anxiety Scale (FLCAS) administered to 30 students and qualitative insights from semi-structured interviews with six participants representing different anxiety levels. The findings reveal that most students experience moderate anxiety shaped by communication apprehension, fear of negative evaluation, test-related concerns, and classroom dynamics, which are further influenced by social pressure, teacher and peer evaluation, and low self-confidence. Coping strategies vary across students, ranging from independent preparation and consistent practice to relaxation, informal exposure, and positive self-talk. While the Kurikulum Merdeka promotes flexibility and participatory learning, students still encounter pressure to perform linguistically in front of peers when using English. This study advances the understanding of FLA in secondary education by highlighting its manifestations in the context of a national curriculum reform and offering practical guidance for educators and policymakers to design adaptive, inclusive, and empowering English language learning environments.
Copyright (c) 2025 Amaliya Indah Permatasari https://creativecommons.org/licenses/by-sa/4.0
Developing a Nearpod Game-Based Assessment for Grammar Mastery in Elementary Learners
This study addresses the challenge of enhancing fifth-grade students' mastery of comparative and superlative degrees through a game-based assessment using the Nearpod platform. The primary research question investigates whether interactive and technology-based tools may enhance students' comprehension of these grammar concepts. The study employs a research and development (R&D) design based on a modified Borg and Gall model, involving phases such as needs analysis, development of product, validation by expert, revision, and field testing. Data were collected through classroom observations, questionnaires, expert evaluations, and a trial with thirty students. The assessment tool developed on Nearpod received strong validation scores from media and language experts and demonstrated reliable internal consistency. A total of seventy percent of the test items were found to be valid, indicating strong alignment with learning objectives, while others were revised to improve clarity and discriminatory power.The results confirm that Nearpod not only increases student motivation and enjoyment but also serves as a valid and reliable medium for assessing grammar skills. This study offers practical insights for educators seeking to integrate technology-enhanced assessments into grammar instruction at the elementary level.
Copyright (c) 2025 Dita Farisa Setyo Budhi, Nur Afifi https://creativecommons.org/licenses/by-sa/4.0
English Teachers’ Innovative Approach to Teaching Speaking Skills
To facilitate students with speaking proficiency that is applicable in today’s real-world communication, an innovative approach to teaching of speaking is needed. The purpose of this research is to investigate what innovative teaching approach that teachers use to teach students English speaking skills that will assist them in real-world communication. This study used a qualitative-descriptive case study design. The data were collected through observations and interviews and analyzed by using thematic analysis. The findings reveal that there are six characteristics of innovative teaching that teachers used when teaching English speaking skills in the classroom. They are teacher-student collaboration, HOTS oriented towards the teaching of speaking, integration of ICT in the teaching of speaking, teaching of speaking that involve 21st-century learning skills, teaching of speaking that strengthen literacy skills, and the teaching of speaking that strengthen character education (SCE). Understanding the innovative teaching of speaking implemented by the teacher as revealed in this study, further studies intended to analyze and deepen the understanding of the impact of these innovative teaching approach on students’ speaking performance should be conducted.
English language teaching, Innovative Approach, Speaking skills
: Group Investigation; Speaking skill learning; Anxiety
Copyright (c) 2025 Nandita Fitriani, Annur Rofiq, Musli Ariani https://creativecommons.org/licenses/by-sa/4.0
Pre-service Teachers Perspectives on English Coursebook for Senior High Schools in Indonesia
A textbook is an inseparable part of the teaching and learning process. This research was aimed at discovering pre-service teachers’ perception of the ELT textbook, Buku Bahasa Inggris for Students grade XI. This qualitative study involved 18 pre-service teachers who were doing their teaching practicum in different senior high schools in Manggarai, East Nusa Tenggara Province. They were chosen purposefully by the researchers and voluntarily engaged in semi-structured interviews to discover their perspectives on the English textbook they used during their teaching practicum. The results showed that they had mixed opinions about their textbooks, ranging from positive to negative, depending on various factors such as their learning objectives, preferences, expectations, and experiences. The observations and conclusions from this study may be useful for educators and coursebook designers in developing English coursebooks that can improve students' motivation, engagement and language learning outcomes.
Textbook evaluation; Perception; Teachers’ perceptions
Quizlet as Teaching Media in Navigating Vocabulary Expansion: Systematic Literature Review
The purpose of study is to investigate the impact and effectiveness of implementing Quizlet medias towards vocabulary expansion in English Subject. In the classroom context, teaching media have evolved into a dynamic and essential component of modern pedagogy. One of famous media in teaching and learning offers various study modes, such as Learning, Matching, and Testing, ensuring a dynamic and engaging learning experience. Using Quizlet, students can learn more vocabulary to master their language. The method used in this study was Systematic Literature Review. The selection of the inclusion and exclusion criteria was determined. We found 243 studies that selected 24 included studies obtained from three databases, ERIC Connectedpapers, and Perplexity.ai. This study analyzes the characteristics, impact, and effectiveness of Quizlet as a teaching medium for navigating vocabulary expansion. The results of this study show that Quizlet has positive and significant implications for vocabulary expansion. Most studies proved that Quizlet is effective in teaching vocabulary among higher education, high school, and English course students.
Quizlet, Teaching media, Vocabulary expansion
Teachers' Strategies to Encourage Students' Participation in English Classroom
Teachers have an important role in creating a supportive environment in English lessons and should encourage students to participate actively. Appropriate teaching strategies can be employed to encourage student participation in the English classroom. This study was conducted to investigate strategies used by the teachers to encourage students’ participation in the English classroom at SMPN 01 Sungai Raya. The researcher employed a case study methodology, utilizing observation, interview, and document analysis as data collection methods to identify the strategy used by English teachers to encourage student participation. Based on the findings from observation, interview, and document analysis, it can be concluded that English teachers employed various strategies to encourage student participation in the classroom, such as questioning strategy, collaborative learning, motivational learning, and differentiation learning.
Copyright (c) 2024 Syalwa Annisa Putri, Urai Salam, Yanti Sri Rezeki
Tutors’ Corrective Feedback and Students’ Preferences in an English Course at Kampung Inggris Pare, Indonesia
This study aimed to identify the kinds of corrective feedback that tutors and students most frequently utilize. The research design used in this study was qualitative, involving 2 English tutors and 25 students from an English course institution. To collect data, the researcher conducted observation to observe 6 class interaction meetings. Then, the researcher distributed Google form questionnaires to students via WhatsApp and interviewed two tutors. Data analysis began with summarizing and then displaying, reducing, and displaying. The last step was to interpret and represent the data. The results showed that English tutors in Kampung Inggris give recasts more often than other corrective feedback due to the students' tendency to receive corrective feedback. However, two corrective feedback were often used after recast: repetition and paralinguistic. Unfortunately, these two types of corrective feedback are not very favorable to students. In fact, almost half the number of participants disagree (40%) and (44%), respectively. This needs to be considered by teachers to minimize misunderstandings, maximize the learning process, and improve students' speaking skills without making students depressed and offended by getting corrective feedback.
Oral Corrective Feedback; Students’ Preferences; Speaking skill.
The Students’ Perception on the Use of TikTok Application at Jakarta International University
Nowadays, social media like TikTok is utilized for various purposes. It is used for entertainment and educational purposes. That is why, many English learners used TikTok to learn English, specifically English pronunciation. This study aims to find the students’ perception of learning English pronunciation through the TikTok application. In order to find the students’ perception, the researchers used qualitative method by involving 16 first-year students majoring in English literature.Then a questionnaire consisting of 13 open-ended questions was used to collect the data. The findings indicated that most participants showed positive perceptions as they enjoyed learning English pronunciation through TikTok since it was fun, stress-relieving, and convenient. Moreover, they experienced an improvement in their pronunciation skill and thus, most of them agree that TikTok can be an effective learning method to learn English pronunciation.
English pronunciation; perception; pronunciation challenge; TikTok