Journal of Applied Linguistics and English Education
JALEE (Journal of Applied Linguistics and English Education) is a peer-reviewed academic journal that focuses on publishing original research and scholarly work in the fields of Applied Linguistics, English Language Education, Literary Studies, and Cultural Studies. It serves as a platform for educators, researchers, and practitioners to share innovative ideas, critical insights, and practical approaches related to English language teaching, learning, and use. The journal covers topics such as language, teaching, curriculum, assessment, literature, cultural studies, discourse analysis, and other related studies. JALEE also welcomes interdisciplinary studies that explore the intersections between education, language, literature, and culture. With a commitment to academic rigour and inclusivity, JALEE encourages contributions from both emerging and experienced scholars, particularly those exploring local or underrepresented contexts in language and literary education. E-ISSN: 2987-7741 slot paristogel bandar togel bandar togel toto slot slot gacor hari ini bandar togel situs toto situs togel toto togel slot gacor slot gacor gampang menang batmantoto batmantoto slot dana toto slot togel online
The Power of Home: How Family Literacy Shapes Early Reading Development in Young Children
Literacy is widely recognized as a foundational skill that enables children to engage meaningfully in society and learning. Among the factors shaping literacy development, family literacy plays a crucial role by providing children with early exposure to language, print, and supportive interactions at home. This study aims to investigate the impact of family literacy practices on early reading development in young children. Using a qualitative case study design, data were collected through interviews and observations in two families with children aged four and five. The findings reveal that both children demonstrated strong literacy skills for their age, including the ability to read alphabetically, recognize Arabic letters, and count numbers. The five-year-old child showed advanced competence supported by formal schooling and parental reinforcement. At the same time, the four-year-old, despite not yet attending school, displayed comparable abilities through consistent parental engagement, storytelling, and religious practices at home. These results indicate that family literacy significantly contributes to children’s emergent reading skills, complementing or even compensating for formal education. The study concludes that family literacy not only supports children’s technical abilities in reading and numeracy but also fosters motivation, confidence, and cultural identity as learners. Strengthening family literacy practices is therefore essential to ensure children’s school readiness and long-term academic success.
family literacy, early reading development, parental involvement, children’s literacy, home environment
Copyright (c) 2026 Journal of Applied Linguistics and English Education
Collaborative strategic reading in ESP classrooms: its association with reading comprehension across two proficiency levels
This study examined the association between Collaborative Strategic Reading (CSR) strategy use and reading comprehension among English for Specific Purposes (ESP) students at different English proficiency levels. Using a quantitative, non-experimental design, the study involved 45 ESP students selected through total sampling. Data were collected through a CSR Strategy Use Questionnaire and a Reading Comprehension Test and analyzed using descriptive statistics, Pearson correlation, independent samples t-test, and moderation regression analysis in SPSS. The findings revealed a statistically significant and very strong positive association between CSR strategy use and reading comprehension (r = 1.00, p < .001), indicating that students who reported greater use of CSR strategies achieved higher reading comprehension scores. The independent samples t-test showed a significant difference in reading comprehension between proficiency groups, with high-proficiency students outperforming low-proficiency students (t = 8.54, p < .001). However, the moderation analysis demonstrated that English proficiency did not significantly moderate the relationship between CSR strategy use and reading comprehension (p > .05). These findings suggest that the use of CSR strategies is strongly associated with reading comprehension among ESP students. In contrast, English proficiency remains an important factor influencing overall reading performance. The study contributes to the understanding of reading strategy use in ESP contexts and supports the value of CSR in enhancing reading comprehension across proficiency levels.
Collaborative Strategic Reading, reading comprehension, ESP students, English proficiency, non-experimental study
Investigating the Challenges Faced by English Education Students in Writing Undergraduate Theses
This study explores the difficulties experienced by English Language Education students at Universitas Muhadi Setiabudi Brebes in writing their undergraduate theses and identifies the most dominant challenges encountered during the process. Using a qualitative case study design, data were collected through semi-structured interviews involving students who were in the process of or had completed their thesis writing. The data were analyzed thematically to identify recurring patterns of difficulties. The findings reveal that students face multidimensional challenges, including linguistic difficulties (grammar, vocabulary, and paraphrasing), academic writing and research-related difficulties (literature review development, methodology selection, organization of findings, and citation practices), psychological and affective factors (lack of confidence, anxiety, and fear of making mistakes), as well as supporting factors such as limited research experience and poor time management. Among these, academic writing and research-related difficulties, particularly in literature review development and methodology selection, emerge as the most dominant challenges. The study also shows that psychological factors significantly intensify students’ writing difficulties by reducing motivation and increasing dependence on supervisors, which in turn interacts with linguistic and academic limitations and creates a cyclical pattern of writing obstacles. Overall, the study concludes that undergraduate thesis writing is a complex, multidimensional process involving linguistic, cognitive, academic, and emotional components, requiring comprehensive support from lecturers and supervisors to help students successfully complete their theses.
Non-English Department Students’ Perceptions of Using Chat GPT for English Texts Translation
This study aims to examine non-English students' perceptions of utilizing ChatGPT for translating English texts. In the modern era, where individuals from all backgrounds converge to share knowledge, there is a growing necessity for precise translation of English texts. The formulation of the research question is as follows: What is the perception of non-English department students regarding ChatGPT as a tool for translating English text? This study employs descriptive qualitative methodology. Using ChatGPT for translation, seventh-semester non-English students at Universitas PGRI Adi Buana Surabaya were observed in order to collect the data. The interviews were conducted at Universitas PGRI Adi Buana Surabaya with five randomly chosen students, including 2 females and 3 males. The researcher conducted individual interviews with each of the five students, and the conversations were recorded as documentation of the research undertaken at the university. The data are then assessed thematically. The research findings indicate that the application of ChatGPT for translating English texts for non-English department students, from the students' viewpoint, presents a varied environment, encompassing: 1) User-Friendly and Accessible; 2) Speed versus Accuracy; 3) Striking a Balance Between User-Friendliness and Accuracy; 4) Adaptability in Translation Style Flexibility; and 5) Utilization Recommendations. This research provides significant insights for educators, educational technology developers, and others seeking to enhance digital tools such as ChatGPT.
English Bachelor Degree as Symbolic Capital
This study explores the symbolic function of an English Education bachelor's degree among working adults in Indonesia, particularly how it operates as a form of symbolic capital within the framework of Pierre Bourdieu's theory. Through a qualitative method using thematic analysis of in-depth interviews with working students, the research investigates their motivations, experiences of fatigue, learning focus, and perceived competence development. Findings reveal that the primary motivation for pursuing the degree is symbolic recognition rather than language mastery. While participants hoped to gain legitimacy and upward mobility, they often experienced cognitive exhaustion, declining motivation, and superficial learning engagement. Furthermore, the symbolic value of the degree simultaneously empowered and burdened their identity, triggering both pride and pressure. The study concludes that the pursuit of symbolic capital in higher education can compromise pedagogical and psychological outcomes if not accompanied by institutional support. These findings suggest the need for more inclusive and responsive academic policies that consider the unique challenges of adult learners.
Silent Struggles after Sundown: Investigating the Academic Literacy Challenges of Night Class Students In English Language Education
This study explores the academic literacy challenges faced by night class students in English Language Education who also work full-time. Using a qualitative narrative inquiry approach, five students from Universitas PGRI Adi Buana Surabaya shared their experiences navigating English academic reading and writing under the pressure of limited time, cognitive fatigue, and minimal institutional support. The findings reveal that these learners often struggle to comprehend complex texts and structure academic writing, not due to a lack of motivation, but because of structural and emotional constraints. Many rely on coping strategies such as digital tools or peer support, though these are often insufficient for deep learning. The study highlights that current academic systems are not fully responsive to the realities of non-traditional learners. It recommends inclusive literacy support such as flexible feedback mechanisms, evening-based writing clinics, and integrated instruction. This research calls for a shift toward more equitable and empathetic approaches in English language education
Classroom Fatigue and Second Language Acquisition: A Study on English Learning Among Evening Class Students
A considerable number of night-class students and workers encounter significant challenges related to their physical and mental well-being, which has been demonstrated to influence their motivation and focus. This study demonstrates that fatigue resulting from professional obligations leads to a significant decrease in motivation and concentration levels in students enrolled in night classes. The impact is also evident in their speaking and writing skills, attributed to the difficulty in selecting vocabulary and arranging sentences coherently when experiencing fatigue. However, listening and reading skills tend to exhibit greater stability or minimal impact. To cope with fatigue, students implement strategies such as taking brief rests, recalling academic principles, and utilizing interactive technology. Consequently, it is imperative for lecturers and institutions to implement more interactive, flexible, and relevant teaching approaches that align with real-life contexts, to assist student workers in managing fatigue and achieving optimal learning outcomes.
The Suitability Triad: Authenticity, Interest, and Need in High School Listening Instructions
Although listening is one of skill appears in national examination, there is no audio recorded provided in BSE’s book. That is why many English teachers download the materials from the internet. In order to know the suitability quality of authentic listening materials used by teachers, one possible way to address the issue is doing suitability analysis of authentic listening materials that used by the teachers. Authentic listening materials that used by two Senior High English teachers were analyzed within two weeks when the teachers were teaching in each eleventh-grade class. There were six classes of eleventh grade. This research only focused on three aspects of suitability and interpreted whether the authentic materials used by teacher suit with the authenticity, students’ interest, and students’ needs or not. Teacher 1 only used songs in two different meetings. Teacher 2 used a video of cooking competition and parts of films. For suitability to the materials’ authenticity, both researcher and observer agreed that all of authentic listening materials used by teachers were suitable to the use of language in the world. For suitability to the students’ interest, the authentic listening materials that used by all teachers in meeting 1 were suitable to the students’ interest, and in meeting 2 were not suitable to the students’ interest. For suitability to the students’ needs, there is no authentic listening materials that requires all the students’ needs. In conclusion, although the teachers are aware the importance of using authentic listening materials, they still miss the importance of three aspects inside the materials’ suitability. It may be caused by less awareness in doing need analysis before making the lesson plan
English Language Teaching Practice in Elementary School Under the Merdeka Curriculum
English has been an important foreign language in Indonesia; it is taught since students in early age. This paper is aimed at portraying the implementation of teaching English in elementary schools in Surabaya which focuses on figuring out typical method, strategies and activities used in elementary English classroom. In addition, this study would like to find out the teachers’ beliefs in teaching English in elementary school. To answer the research questions, the study employed qualitative methods with questionnaire as the instrument. There were 13 participants involved in this study. The questionnaire was categorized in two main topics; teaching activities and teacher’s beliefs in English teaching. The result of the current study found out that mostly teachers used games in their teaching activities. Also, they believed that.
Fostering Critical Thinking Skills in Pre-Service Teachers: Examining Its Impact on Pedagogical Competence in Instructional Designs
One of the core skills that helps aspiring teachers create learner-centered, reflective, and successful lessons is critical thinking. However, critical thinking is often assumed to develop implicitly in teacher preparation programs, leading to fragmented instructional design and limited pedagogical reasoning. With a focus on instructional design practice, this study aims to investigate how pre-service teachers' pedagogical competency was affected by the Development of critical thinking abilities. Fifteen students from PGRI Adi Buana University Surabaya's English Language Education Department, batch of 2022, who were enrolled in the instructional design course, participated in this study using a descriptive qualitative research methodology. Data were gathered through semi-structured interviews, reflective journals, classroom observation, and analysis of lesson plan documents. Learning objectives, instructional activities, and assessment procedures are more closely aligned, and pedagogical decision-making is more reflective when critical thinking skills are developed. These findings showed that essential skills of thinking Development enhance pedagogical competence. The capacity of student instructors to anticipate student needs, justify instructional decisions, and incorporate higher-order thinking exercises into their lesson plans has improved. This study concluded that, to enhance pedagogical competence and prepare future educators for challenging learning environments, critical thinking must be explicitly incorporated into the teacher education curriculum.
Students’ Mispronunciation On English Vowels In Reading Aloud For Senior High School
This study is about analyzing students' pronunciation abilities. The researcher analyzed pronunciation errors in English vowels produced by male and female students in grade 2 at SMAN 1 Menganti, Gresik Regency. This study aims to find pronunciation errors in English vowels produced by these students. The method used was qualitative descriptive. The data source in this study was 24 students in class X1 IPA 3 SMAN 1 Menganti, Gresik Regency, consisting of 7 male students and 17 female students. Data collection was carried out by conducting a reading aloud test. The results of this study indicate that students at SMAN 1 Menganti, Gresik Regency, often make pronunciation errors in the vowels: /ә/, /æ/, /ε/, /з:/, and /Λ/.
Copyright (c) 2024 Journal of Applied Linguistics and English Education
Cora’s Racism Analysis as Seen in Whitehead’s The Underground Railroad (2016)
Racism is unfair different treatment of people in society. The purpose of this study to describethe form of racism in Cora in The Underground Railroad. Cora’s racism at The Underground Railroad is one of social problem held in the novel. This study used qualitative approach as the method. The data of the study were Cora’s action, utterances, narration, other character action to Cora in The Underground Railroad. The writer collected the data by underlining the sentences reading the novel many times, identifying racism actions, analyzing the data, and concluded the data. Cora’s racism in The Underground Railroad showed how Cora suffered during enslaved by her master even her effort to run away from her master. The writer founds five forms of Cora’s racism were discrimination, prejudice, segregation, stereotypes, and violence. The most of racial practices and many kinds of violence had experienced by Cora for being enslaved by her master.
The Emotional Dynamics of English Language Education Students Influence the Learning Process
This study aims to explore professional development specifically focused on English language students in non-teaching professions. More specifically, this study examines the reasons and objectives of students choosing non-teaching professions despite majoring in English language education. This research uses qualitative case studies as its research design, in which interviews with three English language students were conducted by the researcher as a data collection technique. Personal interviews were used to obtain data. From the data collected, the results show that motivation, interest, and finances are the most obvious factors why English language students prefer non-teaching professions. Although there are many options and reasons for them to become teachers, English language students believe that they can consistently choose non-teaching professions with their English language skills. These findings explain the understanding of education students about their reasons and objectives for choosing non-teaching professions.
Challenges and Strategies for English Private Tutors Throughout COVID-19 Outbreak
This study examines perceptions of e-learning methods among English tutors currently used in non-formal (online) education. This research specifically focuses on exploring the use of e-learning methods implemented during the COVID-19 pandemic in online learning. The research design uses qualitative descriptive methods. It seeks to understand perceptions of lessons using e-learning methods during the COVID-19 pandemic. Data was obtained through open interviews. Data was transcribed verbatim and analyzed descriptively. This study involved four English tutors in Surabaya as research subjects. The results of the study show that there are important considerations in the use of e-learning. Based on the results obtained by several English tutors in Surabaya, these include inadequate internet connections, limited time between tutors and students, which can cause a lack of interaction between them, and the use of masks, which can also hinder communication between students and tutors. With this strategy, tutors are smarter in finding effective solutions in developing more effective English language learning, and tutors must be able to adapt to current conditions.
Parents’ Supports Toward EFL Students’ Excellent Class English Communicative Competence in Sma Antartika Sidoarjo
The purpose of this study is to explore the types and implementation of parental support for EFL students' advanced classes that focus on communicative competence. This study is formulated based on research questions. Therefore, the problem identified is that English is an important language and students feel that oral and written subjects in English learning are problematic. This study uses qualitative case studies to answer the research questions. Semi-structured interviews were used to collect data. Six parents and their children participated in the interviews. The data collection will be validated using theoretical triangulation. The findings represent the implementation of parental support. It can be concluded that there are three types of support and implementation. Parents need to improve their knowledge of English, because English has become very important, even for everyday use.
The Studets‘ perceptions of the educational vlogs creation used by non-English students for their speaking skills
In today’s digital era, learning English is not only from textbooks or traditional classes. This study explores how making educational vlogs can help non-English students, especially D3 Informatics, to improve their speaking skills. Using a qualitative case study, the research investigates students’ perceptions and evaluates the use of vlogging focusing on effective and creative media, impact on speaking skills, motivation and enjoyment, teacher and peer support, suggestions for improvement, and challenges. Data were collected from interviews with 5 (five) students chosen from 20 (twenty) participants, using purposive sampling based on the rank of the students. The results show that students have very positive perceptions. They see vlog creation as creative, modern, and more interesting than usual speaking practice. By making vlogs, students prepare scripts, choose words carefully, and practice pronunciation, which helps them speak more fluently and with more confidence. Students also feel more motivated because vlog making is like a real-life project, so it is more enjoyable and meaningful. Support from teachers and friends is also very important. Teachers give topic ideas, help with pronunciation, and give feedback. Friends help by giving suggestions and helping with editing. Even though students face some problems, like nervousness, limited vocabulary, and technical issues, they believe these are normal parts of learning. In conclusion, students believe educational vlog creation is a useful and fun way to practice speaking. It is not only helps them speak better but also improves creativity, digital skills, and teamwork.
Educational Vlog, Speaking Skills, Students’ Perception, Digital Learning
Copyright (c) 2025 Journal of Applied Linguistics and English Education
A Systematic Review of Teachers’ Teaching Styles and Their Impact on EFL Student Learning Outcomes
In the field of English as a Foreign Language (EFL), teaching style is a crucial factor influencing students' motivation and engagement. However, because there are more separate studies than comprehensive syntheses, there remains a deficiency in the overall synthesis of what is commonly utilized and, from the perspective of learners, the most effective in teaching. This systematic review seeks to determine prevalent teaching styles in EFL classrooms and their perceived effects on students' engagement and motivation. Employing the SALSA framework—Search, Appraisal, Synthesis, and Analysis—30 peer-reviewed empirical studies from 2014 to 2024 were analyzed. Studies were chosen based on stringent inclusion criteria, including EFL/ELT environments and empirical data on teaching approaches linked to student results. Findings indicate that student-centered approaches, especially the Facilitator and Delegator styles, consistently correlate with enhanced learner autonomy, emotional backing, and active engagement. Traditional approaches like Expert and Formal Authority styles, although still in use, are shown to hinder intrinsic motivation when they are overly dominant. Moreover, contextual elements like culture, type of institution, and mode of learning (for instance, in-person or online) greatly influence the success of teaching methods. Although they are valuable, the majority of research depends on limited, perception-driven data with a narrow geographic focus and insufficient attention to young learners or informal education. Future studies must tackle these constraints using longitudinal and experimental methodologies. The review underscores the critical significance of culturally relevant and adaptive teaching methods in enhancing EFL learning results.
An Intrinsic and Extrinsic Analysis of Novel “The Little Prince” by Antoine de Saint-Exupéry
This article aims to analyze the novel The Little Prince by Antoine de Saint Exupéry through intrinsic and extrinsic elements. This article analyzes qualitative methods with a descriptive approach. This study focuses on four aspects: theme analysis, character analysis, plot and setting analysis, and extrinsic context including the author's historical background. From the results of the analysis, 4 elements were found: (1) prominent themes in the novel The Little Prince, such as loneliness, friendship, love, and the serch for meaning; (2) the development and nature of his unique character; (3) The author's reflection on his life, especially when he was a pilot and faced the harshness of war, greatly influenced the depth of meaning and symbols scattered throughout his narrative; and (4) moral and existential messages conveyed through the story. Through contemplative reading, the researcher found that the harmony between the intrinsic elements and the author's life background created layers of emotion and messages that transcended cultural boundaries. This study proves that qualitative literary analysis is not only a tool to appreciate the beauty of language, but also a window to understand the human values that live in it.
This study aims to analyze how emotional dynamics, particularly heartbreak, affect the learning process of English Education students. The method used is mixed-method, with a sequential exploratory approach, where qualitative data is collected first through interviews with 5 students, then analyzed and continued with quantitative data collection through questionnaires filled out by 55 students. The results showed that heartbreak impacts on various aspects of learning, such as difficulty concentrating, decreased motivation to learn, lack of confidence, and delays in completing academic assignments. In addition, social pressure factors and lack of emotional support also worsen students' conditions. Thus, strategies are needed to help students manage their emotions in order to maintain learning effectiveness. This study confirms that emotional factors should not be ignored in the academic environment
emotional dynamics, heartbreak, learning motivation, English education
Designing Digital Gamification Literacy For EFL teachers
This research aims to design digital gamification literacy for English as a Foreign Language (EFL) teachers, particularly in the context of the Merdeka Curriculum in Indonesia. In the current digital era, gamification has emerged as an innovative approach to enhance student motivation, engagement, and learning outcomes. However, many teachers still face obstacles in adopting this strategy, such as a lack of understanding, training, and limited access to technology. This study employs an explanatory mixed-method approach, involving 20 lecturers from the English Education study program in a quantitative survey and 3 of them in qualitative interviews. The research results show that although the majority of respondents are accustomed to using digital technology, only a small fraction actively apply gamification in their teaching. The main obstacles identified include time constraints, lack of training, and gaps in technology access. On the other hand, the participants showed a high interest in gamification training and recognized its positive potential in enhancing student-centered learning. This study recommends the development of practice communities, experiential training, and the provision of structured digital resources as strategic steps to strengthen digital gamification literacy among EFL teachers.
digital gamification, teacher literacy, English language learning, Merdeka Curriculum, blended approach
Strategies for Increasing Student Participation in English Class Discussions through the Think-Pair-Share Technique
Increasing student participation in class discussions is a major challenge in English language teaching. One effective method to enhance student engagement is the Think-Pair-Share (TPS) technique. This study aims to explore strategies for using the TPS technique to increase student participation in English class discussions. The TPS technique consists of three stages: thinking individually, discussing with a partner, and sharing thoughts with the class. Through this approach, students are given the opportunity to think independently before interacting with their partner, which encourages greater confidence in expressing their ideas. Furthermore, by sharing their thoughts with the class, students also learn to listen to and value their peers' viewpoints. This research adopts a qualitative method, using observation and interviews as data collection tools. The results indicate that the application of the TPS technique significantly increases student participation, boosts their confidence in using English, and fosters a more inclusive learning environment. Students who were previously passive in discussions became more active and open in expressing their ideas. Therefore, implementing the TPS technique can be considered an effective strategy to enhance student interaction in English classes, which, in turn, can improve their learning outcomes
Symbolic Interpretation of Pantang Larang in Matalibaq Village East Kalimantan
This research discusses about pantang larang in Matalibaq Village. Long Hubung District, Mahakam Ulu Regency, East Kalimantan. There are several pantang larang that have become cultural traditions in the village of Matalibaq which are currently believed by local residents. Pantang larang becomes an icon in Matalibaq culture when there are newcomers who are visiting. This research will highlight how the forms of pantang larang that occur in Matalibaq Village use a literary anthropology approach by highlighting the symbolic interpretation of Clifford Greetz. The research method in this research is qualitative method. The data source of this research is an interview with a source person who comes from the original Matalibaq village. The results of this study suggest that there are 6 pantang larang, namely, 1) excuse me, 2) raise a child, 3) musib month, 4) traditional marriage, and 5) not allowed to overdo it with animals. All five of these pantang larang’s have the same consequences when disregarded, namely misfortune, disasters, unhappiness, poverty, illness, discomfort, and so on. Adherence to traditional customs is important to achieve balance in daily life.
Reading Issues of Race and Ethnicity Through Yellowface Novel as Popular Literature
The novel Yellowface by Rf. Kuang has become one of the most popular novels and a best seller since its initial publication. This popularity brings pros and cons by readers because the issue narrated in the novel is an issue that will never be resolved, namely the issue of race and ethnicity in America. This research will use the Goodreads platform to collect data on readers' responses to Yellowface by Rf. Kuang. To analyze this, the researcher uses Stuart Hall's reception theory. The data in this study is taken with a qualitative descriptive method, which describes based on reader reviews on the Goodreads platform. With the theories and methods used, this research will produce data on readers of the novel Yellowface on the Goodreads platform, analyze readers with dominant receptions, analyze readers with negotiated receptions, and analyze readers with oppositional receptions.
EFL Student’s Perception of Teachers’ Hybrid Teaching Style: A Case Study
This study aims to determine student perceptions of lecturers' teaching styles regarding hybrid learning. Because students' perceptions of how to teach lecturers towards hybrid learning currently are, of course, many differences that object over there are known to students, With this research, learn how to teach lecturers using contemporary media that oppose over there current exist right in addition to promising to do in addition to also in various ways. Sources of data from students' perceptions of hybrid teaching style; the writer collected data by interview; the writer interviewed 10 students of Universitas PGRIi Adi Buana Surabaya; however, only 5 students could participate in the interview. Data collection uses documentation techniques by making conversation transcripts. In addition, data were analyzed using reduction analysis in addition to interpretation. The results of this object over here study state that objects over there in the teaching style of lecturers in hybrid learning, it currently exists tremendously important to use media technology well, in addition to teachers now are also good at using media so that object over there students better understand the teacher's teaching style, in addition to teachers must also monitor students properly during hybrid learning.
EFL student, perception, hybrid teaching style, case Study
Copyright (c) 2023 Journal of Applied Linguistics and English Education
Exploring the Experience of Novice ELT Lecturers to build their Professional Identity Based on Tri Dharma Perguruan Tinggi
Tri Dharma Perguruan Tinggi comprises Education, Teaching, Research, and Community Service. Every institution lecturer must carry out the Tri Dharma Perguruan Tinggi, especially for novice ELT lecturers who are incoming in new cultural education in English Language and don’t have lecturer certification. This research aims to explore the novice ELT lecturers’ experience in fulfilling the three pillars of Tri Dharma Perguruan Tinggi to build their professional identity. Accordingly, the objectives were to find out how the experience of novice ELT lecturers builds their professional identity based on the Tri Dharma Perguruan Tinggi. Qualitative research in the form of a narrative is used as a research approach. The data were analyzed using thematic analysis. Data were collected through an interview with the study participants: the four novices ELT lecturers in English Education Department at PGRI Adi Buana University Surabaya. The findings show that there is a learning system and teaching material from pillar one. In pillar two, there is research and publication, and pillar three finds their experience in a group of community service.
Novice ELT Lecturers, Tri Dharma Perguruan Tinggi, Professional identity
The Hybrid Classroom’s Challenges of Senior High School Students Learning
The study aims to discover challenges in hybrid learning in senior high school. As a researcher, the researcher will conduct this research to learn about the challenges that exist in hybrid learning. This research design is qualitative approaches. This understanding refers to the experience of students who have attended a hybrid class. This study used a qualitative method, and the researcher used a case study. This research will only apply interviews to collect the primary data. The researcher constructs blueprint interviews and guidelines to mine reliable and valid data. The data taken from this study is in the form of an in-depth interview statement. The data source was one student each from 4 high schools. In this study, structured interviews were used as a data collection approach. Thematic analysis was used to analyse the data in this study. This study found five challenges that students face in online learning. These challenges are obstacles in accessing the application and internet connection problems that often occur when learning online. Other challenges are less interaction between students and teachers in the online classroom. In addition, there are difficulties in understanding the material during online learning. Students also have problems related to unclear pronunciation during online learning. This study also found two challenges students face in offline education: fewer sources and less technology.
Challenges, Hybrid classroom, Students’ learning
The use of Describing Picture Strategy to improve Students’ Speaking Skill
Describing picture strategy is one of the techniques that can be used to improve students' speaking skills. Speaking skill is one of the subjects that difficult to be mastered by young learners. This study was conducted in Senior high school at ten-grade students. With qualitative data, the result showed that describing a picture strategy can improve students' speaking skills. This finding is in line with the previous research finding that describing pictures can help students to improve students’ speaking skills. Nevertheless, there are some problems gained in using describing picture strategy. Many students could not apply grammar correctly when they speak by using the strategy. The students are difficult to understand English when their friends speak English using describing the picture.
Describing Picture Strategy, Speaking Skill
Exploring Translanguaging Practices in Indonesian Education
The aim of this paper is to elucidate a comprehensive perspective on translanguaging practices in Indonesian education by reviewing empirical literature published in scientific journals. There have been debates on how different languages should be treated in a language learning class especially in EFL classroom context, where students have limited access to target language use and exposure outside the classroom. This study involved 5 ELT teachers and 10 secondary students by collecting data through observations, interviews, and questionnaire. Teachers and students have the benefit of translanguaging practices in EFL classrooms, yet it should be taken into account that L1 should be adopted judiciously. They translanguage using English, Indonesian, and local languages. They have voiced their agreement to the implementation of translanguaging as pedagogy since it positively impacts EFL teaching and learning. However, few teachers have contrasting views about this voice. Future research should focus on investigating translanguaging through experimental research design or pedagogical intervention in EFL classrooms whose students are coming from multiple linguistic backgrounds. The implications of the practice of translanguaging at Indonesian Education are effective and optimal to help students as a new strategy in learning English as foreign language because it can be used to motivate and analyze students' problems in mastering English as a foreign language.
The Implementation of Differentiated Learning in Merdeka Curriculum In Learning English at High School
An independent curriculum is a policy of learning program designed to restore the national education system. It enables schools, teachers, students, and all school resources to innovate, be creative, and learn independently. Teachers are the main drivers in this process. In differential learning, teachers choose the material to be taught taking into account students' readiness, interests, and learning styles. Currently, educators are more inclined to use conventional learning approaches. In this case, a teacher-center learning approach is used rather than a student-centric learning approach. The aim of this study is to find out how differential learning is used in an independent curriculum for English courses in high school (SMA). The study uses qualitative descriptive methods. The results of this study show that differential learning can be applied in an independent curriculum to English subject.
Implementation, Merdeka Curriculum, differentiated learning
Unveiling the Narratives of English Master Students Navigating AI in Scientific Writing
The study employs a narrative inquiry approach and involves five English master students who have used AI tools in their academic writing. The participants' experiences and opinions on AI's role in scientific writing are analysed through thematic analysis. The findings of the study reveal that master students perceive AI as a helpful tool that can assist in various aspects of scientific writing, such as brainstorming ideas, the writing process itself, and refining scientific papers. AI tools have transformed the pre-writing process by offering solutions to streamline the workflow and unlock new research paths. The students reported using AI tools for literature exploration and idea generation, refining arguments and style, boosting research efficiency, and visualizing data and findings. The study also highlights the importance of maintaining academic integrity and ensuring the originality of works when using AI-generated content, particularly pre-, during-, and post-writing processes. This study provides insights into the experiences of English master students in using AI tools for scientific writing and highlights the benefits and potential of using AI-based tools in scientific writing by English master students to improve their writing skills, streamline the writing process, and improve the overall quality of their scientific work.
AI, scientific writing, narrative inquiry, academic integrity