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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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
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
Conversational Discourse Analysis Turn- Taking on an English Podcast
The use of turn-taking strategy is crucial in understanding the dynamics of conversation. This study aims to find out the turn-taking strategy used and how it impacts the communication process in English podcast video. This research uses descriptive qualitative and the object of research is a video podcast with analysis using Stenstroom theory. The results showed that taking over strategy was used the most, followed by promoting and appealing strategy. Other strategies such as starting up, overlapping, filled pauses & verbal fillers, and repetition of words were also recorded with lower frequency of use. However, no use of interrupting, repair, and giving up strategies in the conversations were observed. Based on the results of this study, it indicates a preference for the smooth flow of conversation in the communication process.
Lira’s Personality Development in Alexandra Christo’s To Kill A Kingdom
This study was to analyze the character growth of a unique character of Lira in Alexandra Christo’s To Kill a Kingdom. It is regarded as a unique character as Lira is not just character. She undergoes a transformation from a rude animal to good human being. Not like the change of character of a man whose changes only from bad to good character without anatomic change, Lira has to face problems to become a good person. Using close reading, the researcher is able to explore deeply the character of Lira before changing and after changing into a human with the result that after taking pains to overcome the problems, Lira is able to change her personality from bad ones: bloodthirsty and obedient (to bad things) to good ones: merciful, disobedient (to bad things), selfless, and noble person. Though the six determinants of Hurlock play important role for the character change, however, the researcher highlights that the more important ones are within somebody himself/herself. Therefore, the six determinants of Hurlock need attention to be more paid because the person plays a role in the world. Thus, the world is a stage within which there are many roles played so that people should be careful to play their roles in this stage.
close reading, personality change, Hurlock’s determinants
Copyright (c) 2025 Refa Anafdariska Wibowo, Abu Fanani, Atiq Mohammad Romdlon, Abdur Rohman, Ahmad Frank https://creativecommons.org/licenses/by-sa/4.0
Translanguaging in Efl Classroom: Reasons and Impacts
Translanguaging is an educational method that involves using two languages or more interchangeably for both receiving and producing information within a single activity. In Kurikulum Merdeka, English becomes one of the compulsory subjects for elementary school students. The lack of vocabularies and other factors support the elementary school English teacher to employ translanguaging in the education setting. This research aims to explore the reasons and impacts of translanguaging usage in the classroom. The kind of this research is descriptive qualitative research. The researcher involved three English teachers from one of Sekolah Penggerak Batch 1. The researcher employed two data collection techniques (open-ended questionnaires and semi-structured interviews). The results are there are eight reasons of translanguaging in EFL classroom, namely the lack of vocabularies mastery, to make the instruction clearer for the students, to engage the students and make them active, to create a comfort and joyful learning environment, to avoid misconception of learning materials, the students’ request, the limitation of time in EFL classroom, and to reduce students’ anxiety. There are five impacts of translanguaging, namely making the students become more active, the learning objective can be reached optimally, the students’ English skills and comprehension get better, the students can understand the instruction well, and the students can enjoy the learning process. The researcher suggests the next researcher to conduct the research about the practice of translanguaging in elementary school.
Copyright (c) 2024 Marzon Efendi, Syafryadin Syafryadin
Teachers’ Voice toward the Use of Storyboard in Teaching Writing Narrative Text
Writing is an essential skill for students to master. It is essential for communication, academic success, and future careers. However, many students struggle with writing due to variety of challenges. To address this, teachers can use engaging media like storyboards. Storyboards combine visual and textual elements, helping students plan and organize their narratives more effectively. The objective of this research is to explore the use of storyboards in teaching writing narrative text and the benefits and challenges of storyboarding in writing. The research design of this research was basic interpretative qualitative research. This research was conducted on seven English teachers in Surabaya and Gresik who met the predetermined criteria. To gather data, the researchers employed open-ended questionnaires and semi-structured interviews. The findings indicate that teachers use this medium to create fun learning. Teachers used different types of storyboards, including paper and digital ones. The results showed that storyboards significantly enhanced students' engagement and understanding of narrative text. However, this media also has challenges teachers and students may face. Overall, this research provides valuable insights into how teachers perceive and utilize storyboards for teaching narrative writing. The results of the research are expected to be a reference and provide data relevant to the views and experiences of teachers.
Copyright (c) 2024 Shilvi Alfu Rohmatin, Zainul Aminin
Using Whatsapp for Learning to Enhance Students’ Vocabulary Achievement
The aims of research were to know the effectiveness of using WhatsApp to enhance students’ vocabulary achievement, and the challenges faced in implementing this technology. The design of this research followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a structured and transparent review process.The inclusion and exclusion criteria were determined in this study.Nineteen of the one hundred chosen articles met the inclusion requirements after further evaluation.The data were synthesized to provide a comprehensive overview of WhatsApp's influence on vocabulary learning. The synthesis highlighted the benefits, challenges, and implications of using WhatsApp in the context of language learning, managing distractions, ensuring material relevance, safeguarding privacy, and employing strategic teaching methods.As WhatsApp offers a platform for individual study outside of the classroom and peer-to-peer immediate feedback, it also encourages students' motivation and involvement in the learning process. The analysis of these results demonstrates that incorporating WhatsApp into the curriculum can create an engaging and dynamic learning environment. However, in order to fully utilize this technology for learning, this study also identified a number of obstacles that must be addressed, including problems with technological access, distractions, and managing study groups.It is clear that WhatsApp has great potential as an effective educational tool in improving EFL students' vocabulary learning. Educational institutions should consider formally integrating WhatsApp into their language learning curriculum and learning activities.
WhatsApp; vocabulary; Education technology
Speech Function of Student Conversation in English Classroom: A Semantic Study
The article aims to investigate speech function on student conversation in English classroom related with Halliday (1994) approach. This articleis a qualitative research design. Content or document analysis is used in this study. The data source is students’ conversations in class XI in English classroom at MAN 5 Jombang. The data in this article are sentences and clauses which represent the type and meaning of speech function on students conversation in English classroom. The instrument was smartphonewith an integrated camera to record video and audio. The recorded data were converted through transcription. The results showed that the students used three types of speech functions: statement, command, and question, but the offer type was not used by students. The statement type was often used by students in class. Meanwhile, there were three meanings of speech functions used by students, namely, giving information (statement), demanding goods-&-services (command), and demanding information (question). It could be seen that students applied elements of speech function. It is implied that the development of interactive activities and continuous evaluation are important to improve students' practical communication skills.Lecturers are encouraged to conduct more dynamic interactions in class with activities that stimulate the use of commands and questions.
Student Conversation; Speech Function; Type and Meaning of Speech Function
An Analysis of English Textbook for Fourth Grade Students of Bangladesh
This study critically examines the fourth-grade English textbook, English for Today, used in mainstream classrooms in Bangladesh. Despite 12 years of English instruction, many students in Bangladesh struggle with language proficiency, suggesting a gap between curriculum objectives and practical outcomes. The research investigates this gap by evaluating the textbook across four analytical stages. Initially, the study assesses the textbook’s aims, exercises, assessments, and learning process, identifying its intent to build language skills through engaging activities. The second step analyzes the textbook using various educational theories, such as social constructivism, Bloom’s taxonomy, the VARK model, and principles of pedagogy and educational psychology. These frameworks highlight the textbook’s attempt to foster active learning, critical thinking, and inclusivity. The third phase involves a critical evaluation of the textbook’s physical aspects, content quality, use of illustrations, and language structure. The research concludes with a content analysis, noting both strengths and weaknesses. The findings reveal that English for Today incorporates effective learning methods, such as hands-on activities and command-based instructions, aimed at enhancing student engagement. It demonstrates a strong alignment with educational theories, achieving a high readability score of 98.27. However, significant shortcomings are identified in the physical production of the textbook. Issues such as an unattractive cover, poor printing, and low-quality paper detract from the overall educational experience. Reflectively, the study underscores the importance of not just theoretical and content-based alignment in textbooks but also the material and visual aspects that affect students' motivation and engagement. While the textbook's pedagogical framework is sound, the findings suggest that improving its physical presentation could make it a more effective tool for language learning.
National Curriculum and Textbook Board (NCTB), English, Textbook Analysis
National Curriculum and Textbook Board (NCTB)
English Language Teachers’ Understanding and Implementation of Self-Assessment: A Multiple Case Study
This case study investigates English language teachers’ understanding and implementation of self-assessment (SA) in elementary, junior high, and senior high school levels. The research focuses on exploring how English teachers’ understanding of SA and how SA is applied in classroom settings. Data were collected through interviews and classroom observations involving five English teachers from a private school in East Jakarta, selected through purposeful sampling to capture diverse teaching experiences and grade levels. The findings indicate that all participants demonstrated a clear understanding of SA, its classroom implementation varied. Factors such as student age influenced the adaptation of SA practices, with younger learners requiring more guided approaches. Additionally, the frequency of SA use ranged from regular integration throughout lessons to limited use at the end of the term. These insights suggest areas for improvement, such as promoting more consistent use of SA throughout the learning process. The study offers practical examples of how English language teachers incorporate SA, providing guidance for educators aiming to enhance student engagement and autonomy through reflective learning practices.
english classroom, implementation, multiple case study, self-assessment
Copyright (c) 2025 Ariyanti, Nailiyatul Fitriyah, Maya Defianty https://creativecommons.org/licenses/by-sa/4.0
The Utilization of Chain Word Games to Improve Senior High School Students’ English Vocabulary Mastery
Vocabulary is very important to be mastered by who are learning foreign language, especially for students at Senior High School. This research was conducted at MA Miftahul Qulub Polagan. Most of the students at MA Miftahul Qulub Polagan get difficulties in mastering English vocabulary. It was caused by the method in teaching vocabulary. So, the students felt boring and did not have motivation in learning vocabulary. Therefore, learning innovation is needed to build their motivation in learning vocabulary. This research conducted chain word games to improve students’ vocabulary mastery. The research design is classroom action research which has two cycles implementation. Test and observation were utilized to gather the data. The research performed that the students’ vocabulary mastery increased in each cycle such as in cycle 1 was 34% students who reached the comulative score and cycle II was 49% students who reached comulative score. Cycle I showed the average score of students' mastery was 67, and cycle II showed the average score 76. It can be concluded that Word Chain Game can improve students' vocabulary mastery.
Vocabulary, Word Chains Games, English Learning
Grammar Teaching and Learning in English Language Class: Students’ View
Grammar, which differs in structure among languages, plays an important component of language acquisition. Grammar proficiency is essential for clear communication since it improves understanding and coherence. Therefore, mastering English grammar is essential to EFL study. This study explores the students’ view on the importance of grammar in language acquisition in detail and explores how EFL students evaluate the teaching and learning of grammar. A qualitative method was used, including open-ended questionnaire and interview, to better understand students' perspectives. The results support the participants' understanding of grammar's significance and reinforce the idea that grammar teaching is essential. The findings of this study further highlight the need of combining explicit and implicit teaching strategies within grammar teaching and learning, acknowledging the mutually beneficial nature of both methods. These strategies further emphasise the critical role that technology and the internet play in language learning. These results together offer educators knowledge for developing effective grammar teaching strategies that correspond with students' viewpoints and academic objectives.
grammar teaching, explicit grammar teaching, implicit grammar teaching
Copyright (c) 2024 Afi Normawati, Dwitiya Ari Nugrahaeni
Perspectives of Vietnamese Students and Teachers on the Effectiveness of Grammarly in English Writing Development
This study seeks to investigate the efficacy of Grammarly, an AI-powered tool, in enhancing English writing skills from both teachers' and students' viewpoints. To achieve this, the study employed a qualitative case study approach, conducting semi-structured interviews with five teachers and ten students at a private university in Ho Chi Minh City, Vietnam. The data were analyzed through thematic analysis to uncover patterns and insights. The findings indicate a consensus among students and teachers regarding Grammarly's value in augmenting writing skills, particularly in its capacity for error detection and the provision of immediate feedback. However, notable differences in opinion emerged between the two groups. While students tend to unquestioningly embrace the feedback from Grammarly, teachers approach the tool’s suggestions with more critical evaluation. The distinction highlights differing attitudes towards the role of Grammarly in writing development and points to significant pedagogical implications for its integration into English language instruction.
Copyright (c) 2025 Vy Luu Thi Mai, Quỳnh Tran Vo Nhu , Hiếu Nguyen Minh, Nhung Tran Thi Hong https://creativecommons.org/licenses/by-sa/4.0
Teaching Experiences in Kampus Mengajar Batch 6
This studywas conducted to explore and understand the experiences of students in joining and undergoing the Kampus Mengajar program at schools in South Kalimantan Province and their experience in teaching English during their participation on that program. This research employed a qualitative approach in case study method with twelve participants who were university students in South Kalimantan Province who took part in Kampus Mengajar Batch 6 Program. The main source of data was an online open-ended questionnaire within thirty-one questions and documentation in form of pictures from participants as evidence that related to the research information. The data were analysed by using the thematic analysis, using two theories; the Experiential Learning Theory and Adult Learning Theory. The finding show that the program involved three preparatory stages, including registration, selection, and pre-assignment processes, before students were deployed to schools. Participants conducted school surveys to assess the condition of facilities, teacher quality, and student comprehension. While most participants did not encounter major challenges, those who did were able to develop both hard and soft skills. Regardless of their academic backgrounds, the participants displayed strong enthusiasm for teaching English and used creative methods to enhance student engagement. The program enabled them to apply their academic knowledge in real teaching environments, contributing over three hours of instruction per week. The data revealed that most of the respondents identified the substantial positive effects of Kampus Mengajar Batch 6, particularly in stimulating change in students' literacy and numeracy skills. Meanwhile, the program encouraged substantial contributions to the Indonesian education system, with the respondents asserting transformative influences on their professional development as well as on the institutional capacity of partner schools.
English Teaching, Kampus Mengajar, Kampus Merdeka
Copyright (c) 2025 Niska Kamalia, Isnaniah, Novi Dwi Yuliani https://creativecommons.org/licenses/by-sa/4.0
A Narrative Study on Students’ Perception Towards Using TED Talks Videosfor Listening Comprehension
This narrative study aimed to explore undergraduate students’ perceptions of using TED Talks videos to enhance their comprehension skills and the challenges they faced in the process.The research employs a qualitative narrative inquiry approach to explore the experiences of second-semester English major students at Universitas Tanjungpura during the 2022/2023 academic year. Data were collected through written reflections using narrative frames and semi-structured interviews with three purposively selected participants who had experience with TED Talk videos in their listening comprehension courses. Thematic analysis was conducted to identify patterns and themes from the collected data.The respondents shared their experiences through written and oral narratives, highlighting the benefits, challenges, and strategies they employed when using TED Talks for listening comprehension. The findings revealed that students valued TED Talks for their role in expanding vocabulary, exposing learners to diverse topics, and providing motivational content. However, challenges such as fast speech, unfamiliar vocabulary, and audio quality issues were also identified. To overcome these obstacles, students employed strategies such as active listening, note-taking, and summarizing key concepts points.. In conclusion, this study provides valuable insights into students' experiences with TED Talk videos, emphasizing their potential benefits while acknowledging the challenges that need to be addressed in educational settings.
Listening comprehension skills; Narrative study; TED Talk video
Copyright (c) 2025 Zarina Rosanti https://creativecommons.org/licenses/by-sa/4.0
YouTube as a Tool for English Language Learning
The purpose of this study was to investigate the use of YouTube as a tool for English language learning in secondary and university settings within English as a Foreign Language (EFL) contexts. The study included 81 empirical research journal papers published between 2015 and February 2024. The researchers evaluated article journals that met the criteria for inclusion in the review to gain insights into the utilization of YouTube in English Language Learning (ELL) in both university and secondary school settings, with a particular focus on its use in the EFL context. This study employed a simple statistical and analytical framework to analyze the existing data. The findings revealed that the most enhanced skill using YouTube was speaking. The initial number of articles obtained at the beginning of the process was 1054 articles. Then, screening was conducted according to the inclusion criteria and based on PRISMA, resulting in a final total of 81 articles. Calculations were performed by computing the effect size of each article individually and then averaging all of them using Microsoft Excel. The mean effect size from 81 articles is 1.24, indicating a very high impact on the use of YouTube as a tool for English language learning. The results also showed that the utilization of YouTube was categorized into platforms for producing content, flipped classroom, discussion platform, and media platform. Pedagogical and theoretical implications were suggested.
Copyright (c) 2025 Dhea Arinda Salsabila, Urai Salam, Yanti Sri Rezeki https://creativecommons.org/licenses/by-sa/4.0
AI Writing Tools on the Content and Organization of Students’ Writing
Writing English is a problem for final semester EFL students to complete their thesis. So AI technology becomes a tool that can improve their writing. Researchers conducted this research on three students of English language education at Nahdlatul Ulama Sunan Giri University to find out what AI tools most often use and their perspectives about AI in the content and organization of writing. This research used a qualitative approach through semi-structured interviews. Researchers collected data for this research by conducting pre-observations regarding EFL students who got high writing scores in the previous semester. The first result of this research is the AI tool they used most often was Grammarly, followed by other AI QuillBot, Perplexity AI, DeepL Translator, and Chat GPT. The second result is the respondents gave the positive perspective: AI tools can support, improve and simplify their writing in preparing their theses, and the negative perspective: AI tools must use stable internet data access, usage restrictions and even some AI tools are only intended for premium users. This research can help teachers in the teaching process and development in writing with the help of AI tools. Recommendation for further researchers are to develop this research by using comparison classes and expanding the scope of research and future researchers can develop it by using more research instruments to further strengthen the results.
Writing, Technology, AI, Content and Organization
Copyright (c) 2025 Nur Aini Mursidha, Mohammad Fatoni, Nanin Verina Widya Putri, Ahmad Tauchid https://creativecommons.org/licenses/by-sa/4.0