JET (Journal of English Teaching) Adi Buana
JET (Journal of English Teaching) Adi Buana is published twice a year in April and October. The aim of this journal is to accommodate the professional researchers of English teaching and applied linguistics who attend to publish their works. It offers articles of current research on English teaching and applied linguistics and also contributes to the professional development of its readers around the world by offering articles that reflect theory and practice in English language teaching. JET (Journal of English Teaching) Adi Buana is accredited by Kemenristekdikti (SINTA 3) Journal Title : JET (Journal of English Teaching) Adi Buana Frequency : 2 Issues Per Year (April & October) Subject : English Language Teaching DOI : https://doi.org/10.36456/jet Language : English eISSN : 2614-4050 pISSN : 2502-2121 Editor in Chief : Fajar Susanto Email : jetadibuana@unipasby.ac.id Contact person : +628175027093 Publisher : Universitas PGRI Adi Buana Surabaya Address : JI. Dukuh Menanggal XII, Surabaya 60234, East Java, Indonesia
Collaborative Learning in EFL Classroom: Teachers’ Perceived Benefits and Limitations
This study explores English language teachers’ perceptions of the benefits and limitations of collaborative learning in English classrooms. Using a qualitative case study design grounded in social constructivist theory, the study involved five English teachers from three senior high schools in West Java, Indonesia, selected through purposive sampling based on their experience in implementing collaborative learning. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. The findings show that collaborative learning is perceived as beneficial in enhancing student participation, confidence, communication skills, vocabulary development, and teamwork, while also promoting a shift toward student-centered learning where teachers act as facilitators. However, several practical limitations were identified, including unequal participation among students, dominance of certain group members, classroom management challenges such as noise and time constraints, and difficulties in assessing individual contributions in group work. Overall, the study concludes that although collaborative learning is pedagogically valuable in English language teaching, its effectiveness depends on careful instructional planning, clear task structure, effective classroom management, and appropriate assessment strategies.
Copyright (c) 2026 Imas Siti Nurjanah, Asep Suparman, Ateng Kurnia https://creativecommons.org/licenses/by/4.0
Mentors’ Roles in Overseas Teaching Practicum: Professional Development and Identity Construction of Indonesian Pre-service Teachers
This study investigates Indonesian pre-service teachers' experiences of being mentored during an overseas teaching practicum in the Philippines. Specifically, it examines the roles that mentors played in supporting pre-service teachers throughout the practicum and how such mentorship contributed to their professional development and teacher identity construction. Adopting a qualitative case study design, data were drawn from personal accounts of four Indonesian pre-service teachers who completed a one-month teaching practicum in secondary schools in the Philippines. The findings reveal three prominent mentor roles: serving as role models who exemplified professional teaching conduct and dispositions; acting as collaborators who engaged in co-planning and provided sustained guidance throughout the lesson planning process; and functioning as evaluators who delivered structured, balanced, and constructive feedback following classroom teaching sessions. Collectively, these roles underscore that mentorship extends well beyond administrative guidance, it serves as a dynamic and transformative source of professional modelling that meaningfully strengthens pre-service teachers' confidence, motivation, and emerging professional identities. These findings imply that teacher education programs should prioritize structured, cross-cultural mentorship as a strategic vehicle for fostering pre-service teachers' pedagogical competence, intercultural awareness, and long-term professional identity development.
Copyright (c) 2026 Irfan Rifai, Vandanti Princessa Kharisma Putri, April M. Bagon-Faeldan, Deden Novan Setiawan Nugraha https://creativecommons.org/licenses/by/4.0
Reconceptualizing English Grammar Instruction in Secondary School: A Flipped Classroom Approach to Enhancing Student Participation
This study examined the use of the flipped classroom model to enhance student participation in secondary school English grammar lessons and explored students’ perceptions of its implementation in grammar learning. The study was motivated by the persistent problem of low participation in grammar instruction, which is often characterized by teacher-centred explanation, limited interaction, and students’ low engagement. To address this issue, the study employed a Classroom Action Research design conducted in two cycles over eight weeks. The participants were 30 eighth-grade students from a public secondary school in Indonesia. Data were collected through a structured observation checklist, student participation logs, a questionnaire, semi-structured interviews, and a reflective journal. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings showed that the flipped classroom model was associated with a clear improvement in student participation across the two cycles. Access to pre-class materials increased from 70% in Cycle 1 to 93% in Cycle 2, while readiness for in-class discussion improved from 55% to 85%. Engagement in collaborative tasks rose from 60% to 90%, and responses to teacher prompts increased from 50% to 80%. Questionnaire results also indicated generally positive student perceptions. Most students agreed that the pre-class materials helped them understand grammar concepts, increased their confidence in classroom participation, and made grammar learning more engaging. However, some students reported difficulties related to self-regulated learning and limited internet access. The study concludes that the flipped classroom model can serve as a productive pedagogical approach for reconceptualizing grammar instruction in secondary school by promoting more active, participatory, and interaction-rich learning. The findings also suggest that the effectiveness of the model depends on careful instructional design and adequate support for students’ pre-class learning.
Copyright (c) 2026 Nirwanto Maruf, Morve Roshan Khalil, Nurul Aeni https://creativecommons.org/licenses/by/4.0
Generative AI Readiness of EFL Lecturers in Buleleng District: An Explanatory Sequential Study
Readiness in using Generative Artificial Intelligence (GenAI) is crucial for lecturers to ensure meaningful and ethical integration of AI in higher education. It encompasses not only technical competence and the ability to interact with students using AI but also ethical awareness, which is essential to prevent plagiarism, bias, and misuse of AI tools. Understanding lecturers’ readiness, particularly in the ethical dimension, is therefore important. This study examined the readiness of EFL lecturers teaching at 3 universities in the Buleleng District of Bali. An explanatory sequential mixed-method design was employed, combining a questionnaire adapted from the Readiness for Artificial Intelligence Scale (RAIS) with semi-structured interviews. From a total population of 62 EFL lecturers with prior experience using GenAI, 28 participated in the survey, and 5 were involved in the interview phase. Results indicate that lecturers are ready to use GenAI, and lecturers have high ethical awareness of AI integration. However, lecturers feel less ready to implement ethical practices of GenAI. Qualitative findings reveal that lecturers’ readiness is influenced by experience, repeated use of GenAI, and positive perceptions of its usefulness. Meanwhile, lower ethical readiness is associated with hesitation, confusion about ethical boundaries, and unclear institutional or national AI regulations. Although a recent national Joint Regulation on AI in Indonesia (SKB) has been introduced, its implementation depends on individual educational institutions, as the regulation delegates its operationalization to them.
Copyright (c) 2026 Ni Made Dwi Apsari Kori, Made Hery Santosa, A.A. Gede Yudha Paramartha https://creativecommons.org/licenses/by/4.0
The Effectiveness of Storyboards on Vocational High School Students’ Speaking Skills
Vocational high school students often face difficulties in developing their English-speaking performance in classroom learning. Integrating digital visual media may support students in practicing speaking more effectively. Therefore, this study investigates the effectiveness of Digital Storyboard using the Storyboard That platform to improve vocational high school students’ speaking skills. This study employed a one-group pre-experimental design involving students from a public vocational high school in Sidoarjo. Students’ speaking performance was measured using pre-test and post-test assessments and analyzed using the Wilcoxon Signed-Rank test and effect size analysis. The results revealed a significant improvement in students’ speaking scores, with the mean score increasing from 45.06 in the pre-test to 57.06 in the post-test. The statistical analysis indicated a significant difference between the two tests (Z = -5.233, p < .001), with a moderate-to-large effect size (Cohen’s d = 0.71). These findings suggest that digital storyboard media can effectively support the improvement of vocational high school students’ speaking performance in English learning.
Copyright (c) 2026 Apriia Putri Hanifah, Zainul Aminin https://creativecommons.org/licenses/by/4.0
Boosting EFL Public Speaking: How Preparedness and Self-Confidence Impact Willingness to Communicate
This study investigates the impact of preparedness, self-confidence, and willingness to communicate (WTC) on public speaking among 52 first-semester EFL students at STAKatN Pontianak. Utilizing a correlational design, the results indicate that both preparedness and self-confidence significantly drove WTC. Specifically, preparedness—encompassing communicative competence and affective readiness—enables oral production through situational preparedness, while self-confidence reduces anxiety and enhances perceived ability across classroom and digital settings. Together, these factors create a reciprocal cycle: they diminish avoidance behaviors and foster positive emotional states like grit, leading to long-term fluency gains. Practically, these findings suggest that educators should prioritize "psychological scaffolding"—such as pre-task planning and anxiety-reduction activities—to boost students' vocal participation. However, the study is limited by its small, localized sample size and its reliance on self-reported data, which may not fully capture spontaneous speaking behavior outside the classroom. Future research should incorporate longitudinal observations to determine if these psychological traits consistently translate into sustained proficiency in professional, non-academic environments.
Copyright (c) 2026 Cenderato Cenderato https://creativecommons.org/licenses/by/4.0
A Genre-Based Diagnostic Classroom Assessment of EFL Students’ Reading Comprehension
Reading assessments in EFL classrooms frequently produce a single aggregate score that obscures the underlying sources of students’ comprehension difficulties. This study advances a genre-based diagnostic classroom assessment designed to reveal how reading performance varies across text types and to identify the specific cognitive and discourse-level processes requiring instructional attention. Grounded in Systemic Functional Linguistics (SFL) and genre theory, the framework treats genre as the analytical unit, examining how staged organization and linguistic realization shape comprehension outcomes. A 20-item multiple-choice assessment was administered to 15 second-semester EFL students, with items systematically mapped to five reading sub-skills: identifying main ideas, locating supporting details, tracking references, making inferences, and interpreting vocabulary in context. Descriptive statistics were integrated with genre-sensitive diagnostic interpretation. Results indicate systematic variation across genres: students performed more successfully on descriptive and narrative texts (70%) than on recount and procedure texts (60%). Sub-skill analysis further revealed a marked imbalance between literal comprehension (main ideas, details) and discourse-level integration (reference resolution, inferencing, contextual vocabulary), with gaps exceeding 25 percentage points. These findings demonstrate that reading difficulty is structurally patterned rather than uniform, intensifying when texts require chronological sequencing, logical progression, and cohesive tracking. By disaggregating performance according to genre and sub-skill, the proposed framework exposes diagnostic patterns that remain concealed in conventional aggregate scoring. The study reframes genre not only as a pedagogical construct but as a diagnostic variable capable of structuring classroom reading assessment. Pedagogically, the results underscore the need for explicit instruction in genre staging, cohesive devices, and inferential reasoning, particularly in structurally demanding genres such as recount and procedure.
Copyright (c) 2026 Dedi Irwan https://creativecommons.org/licenses/by/4.0
Innovative Teaching Strategies for Enhancing Narrative Text Learning in a Sukoharjo High School
This study aims to gain a comprehensive understanding of the teaching strategies used in teaching English narrative texts at Al Amin alexistoto High School. This study uses a qualitative approach with a case study design at Al Amin High School to examine narrative text teaching strategies. Data were collected through classroom observations and semi-structured interviews with an English teacher and five 12th grade students selected based on their academic achievement levels. Observations were conducted in three sessions to identify teaching strategies, classroom sontoto interactions, and student engagement, while interviews aimed to explore the perspectives of teachers and students regarding the learning process. Data were analyzed using Miles and Huberman's interactive model, which includes data reduction, data presentation, and conclusion drawing and verification through triangulation. The results showed that teachers at Al Amin olxtogel High School applied narrative text learning strategies that combined traditional and innovative approaches, with Project-Based Learning (PjBL) as the main strategy supported by visual media such as images and videos. This strategy improves student understanding, participation, and motivation. However, learning still faces obstacles in the form of limited vocabulary, low interest in reading, anxiety about speaking, suboptimal group cooperation, and time management. Overall, the strategies implemented are effective, although there is still a need to develop more varied and interactive methods. However, the implementation still faces several challenges, including limited vocabulary, low reading interest, speaking anxiety, weak group cooperation, and time management issues. These findings imply that although the applied strategies are generally effective, teachers need to develop more varied, interactive, and well-structured learning activities to address students’ language limitations and maximize the effectiveness of narrative text instruction.
Copyright (c) 2026 Chela Deandra, Koesoemo Ratih https://creativecommons.org/licenses/by/4.0
The Correlation between Reading Fanfiction and Reading Interest among Senior High School Students
Reading interest remains a significant challenge for EFL learners in Indonesia, particularly at the senior high school level. This study aimed to examine the relationship between reading fanfiction and students' reading interest within an EFL context. Utilizing a quantitative correlational Research design, the study involved 348 students from grades X and XI at a public vocational high school in East Kalimantan. Data were collected using a structured questionnaire designed to assess students' engagement with fanfiction and their overall reading interest. The instrument demonstrated acceptable validity and reliability. Data analysis included descriptive statistics, normality testing using the Kolmogorov–Smirnov test, and Pearson Product–moment correlation analysis. The results indicated a strong and statistically significant positive correlation between overall engagement in reading fanfiction and reading interest (r = 0.792, p < 0.01). Furthermore, a significant positive relationship was observed between the frequency of fanfiction reading and reading interest (r = 0.620, p < 0.01). These findings suggest that students who engage frequently and meaningfully with fanfiction tend to demonstrate higher levels of reading interest. Unlike previous studies that have primarily focused on qualitative perspectives or examined the effects of fanfiction on reading comprehension and language skills among university students, this study provides quantitative evidence of the relationship between fanfiction reading and reading interest among senior high school EFL learners in the Indonesian context. The findings suggest that fanfiction can serve as an effective interest-based digital reading resource to promote voluntary reading behaviors and foster positive attitudes toward reading English texts.
Copyright (c) 2026 Ghefira Zahira Shofa, Yeni Rahmawati, Rani Herning Puspita https://creativecommons.org/licenses/by/4.0
English Writing Strategies Used by English Vocational Study Program Students in Tertiary Level
This study investigates the writing strategies employed by vocational study program students in a state university in Bali, and the factors influencing their choices. Utilizing a sequentialmixed-methods approach, data were collected through questionnaires with 44 students and semi-structured interviews with 20 students. The quantitative findings reveal that metacognitive strategies are the most frequently used (Mean = 3.97), characterized by a strong emphasis on re-reading for clarity and self-revision. Compensation strategies follow closely (Mean = 3.91) as students simplify language to maintain communication despite linguistic gaps. In contrast, cognitive strategies recorded the lowest usage (Mean = 3.50), specifically regarding the use of formal grammar references (Mean = 2.70). Qualitative data indicates that these choices are driven by practicality and a need for efficiency, where students prioritize instant digital tools over traditional manuals. Additionally, the vocational context pushes students toward communicative survival strategies to meet the perceived demands of the professional world. These findings suggest that while vocational students are reflective writers, there is a significant shift away from formal linguistic accuracy toward functional efficiency.
Copyright (c) 2026 Rima Andriani Sari, Ni Putu Era Marsakawati, Ida Ayu Putu Purnami, Made Dharma Susena Suyasa https://creativecommons.org/licenses/by/4.0
The Role of Language Ideologies in Students’ Willingness to Communicate in English: A Case Study of Indonesian EFL Students
This study aims to explore the role of language ideologies in students’ willingness to communicate (WTC) in junior high school students from Central Java. This study used a case study involving 91 ninth grade junior high school students from a state junior high school in Central Java. Data collection was carried out through questionnaires, observations, and interviews. From the questionnaire and interview results, several students from six classes were chosen through purposive sampling to join a classroom observation. The interviews were used to collect the main data focused on question-and-answer activities during lessons. The study results showed that most of the students see English as important for career and education, English as a symbol of social status, balancing global English and local cultural identity, and lack of confidence in language use. The role of language ideology in the class shows that students with positive language ideology have high willingness to communicate (WTC), whereas those with contradicting language ideology has low willingness to communicate (WTC). These results fit earlier research showing that WTC depends on students’ attitudes, emotions, and the classroom environment, and language ideologies alone aren’t enough. Students also need confidence, supportive teachers and peers, and plenty of low-pressure chances to practice.
Copyright (c) 2025 Umul Fatimah, Sumardi Sumardi, Kristian Adi Putra https://creativecommons.org/licenses/by/4.0
Academic Help-Seeking and EFL Anxiety: A Correlational Study
This study investigates the correlation between academic help-seeking behavior and foreign language anxiety (FLA) among Indonesian EFL learners enrolled in Foreign Language for Specific Purposes (FLSP) classes. Using a quantitative correlational design, data were collected from 90 undergraduate students across four faculties through two validated instruments: the Foreign Language Classroom Anxiety Scale (FLCAS) and the Academic Help-Seeking Scale. Pearson’s correlation revealed a significant negative relationship between academic help-seeking and FLA (r = –0.445, p < 0.05), indicating learners who actively seek academic assistance experience lower levels of anxiety, particularly regarding fear of negative evaluation—the most dominant FLA dimension. These findings highlight academic help-seeking as a self-regulated learning strategy that mitigates affective barriers and enhances emotional resilience in language learning. Nonetheless, the study’s cross-sectional design and limited sample size restrict generalizability. Future longitudinal and mixed-method studies are recommended to confirm causality and extend applicability across diverse educational context. Pedagogically, fostering supportive and collaborative classroom environments may encourage adaptive help-seeking and reduce anxiety, promoting greater learner autonomy and success in foreign language acquisition.
Copyright (c) 2025 Nur Laily Lupita Sari, Yam Saroh https://creativecommons.org/licenses/by/4.0
EFL Pre-Service Teacher Trainees’ Perceptions on Developing Pupils’ Creativity
Creativity is recognized as a critical 21st-century skill, particularly in English as a Foreign Language (EFL) education. While fostering creativity in language learning is widely acknowledged, limited research has explored how EFL pre-service teachers perceive and apply creativity in their cici4d teaching. This study investigated the perceptions of 123 EFL pre-service teachers who had completed a teaching practicum, focusing on their understanding of creativity, strategies for fostering it, and classroom practices. A quantitative cross-sectional survey was conducted using a 24-item Likert-scale questionnaire adapted from validated instruments, and the data were analyzed using descriptive statistics. The total mean score was 52.09, indicating generally positive perceptions but with considerable variation among individuals. Higher scores were recorded for practical strategies such as questioning techniques, collaboration, and adapting lessons to student interests. In comparison, lower scores were found for recognizing contextual factors and cici4d utilizing technology creatively. Overall, the findings suggest that while pre-service teachers value creativity, their understanding remains more product-oriented and expressive, with limited integration of higher-order thinking, contextual awareness, and technology as a strategic tool in fostering creativity.
Copyright (c) 2025 Neng Emma Rahmawati, Lystiana Nurhayat Hakim, Tri Agustini Solihati https://creativecommons.org/licenses/by/4.0
Instructional Media: Increasing Students’ Vocabulary Through Word Cards
This study aimed to investigate the effectiveness of using word cards in increasing the vocabulary of Grade VIII students at SMP Negeri 3 Sausu. A quasi-experimental design was employed, involving two classes: Class VIII A, consisting of 21 students, served as the experimental class, while class VIII B, with 20 students, served as the control class. The experimental class received instruction using word cards as the treatment, whereas the control class was taught using conventional teaching methods. The samples were selected through total sampling. The study was conducted through a series of procedures, including a pre-test, the treatment, and a post-test. Data were collected using tests, and quantitative analysis was performed to compare students’ scores before and after the treatment. The results indicated a significant difference between pre-test and post-test scores. At a significance level of 0.05, the t-count was 6.62, exceeding the t-table value of 1.68, indicating that the research hypothesis was accepted. These findings demonstrate that the use of word cards is an effective strategy for improving the vocabulary of Grade VIII students at SMP Negeri 3 Sausu. Moreover, the results suggest that word cards positively influence students’ vocabulary retention, as they facilitate better memorization and recall of target words during the learning process as instructional media. However, this study was limited by its relatively small sample size and its focus on concrete nouns and descriptive adjectives. Future research is recommended to involve larger and more diverse samples, as well as a broader range of vocabulary categories, in order to obtain a more comprehensive understanding of the effectiveness of word cards in language learning.
Copyright (c) 2025 Arifatul Khasanah, Mawardin M. Said, Nirwana Nirwana, Abdul Kamaruddin https://creativecommons.org/licenses/by/4.0
EFL Learners’ Perceptions on Wordwall Implementation in Learning Vocabulary
Vocabulary mastery plays a very important role in the ability to communicate in spoken dan written English skills. Effective vocabulary learning can improve students’ language skills, allowing them to use foreign languages with greater confidence and fluency in a variety of communication situations. However, in English language learning, students often experience difficulties in remembering and memorizing vocabulary. Therefore, it is important to integrate technology and interactive learning media in the English learning process. This approach is expected to provide a more flexible, effective, and enjoyable experience for students. This study aims to find out how students perceive the use of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand. By using a qualitative approach and interview as the main instrument, this research was conducted. The interview results showed that the students feel that learning using Wordwall is fun and helps them remember vocabulary more easily. Wordwall also proved to be able to increase their motivation and interest in learning English. These findings provide a clear picture of the effectiveness of Wordwall in supporting English language learning, especially in terms of vocabulary acquisition, and encourage the use of interactive media in the primary school context. This study implies that English teachers need to be creative in their classroom instruction including giving variation in the learning through the implementation of digital application
Copyright (c) 2025 Rishma Anggraini, Fika Megawati, Sheila Agustina, Sanitpim Thongbab, Candra Hadi Asmara https://creativecommons.org/licenses/by/4.0
Integrating Duolingo in EFL Classrooms: A Gamified Approach to Strengthening Vocabulary and Reading Competence
This study investigates the impact of gamified learning through Duolingo on the vocabulary mastery of EFL students and its subsequent effect on reading Skill. Grounded in theories of gamification, self-regulated learning (SRL), and the Octalysis Framework, the research employed a quasi-experimental design involving 62 eleventh-grade students at one Senior High School at Mojokerto, East Java, divided into an experimental group using Duolingo and a control group taught with conventional methods. A vocabulary test consisting of 25 items across five reading-based indicators was administered as both pre-test and post-test. Several statistics step were applied to analyze the data. Further analysis across five indicators revealed that the most notable gains were in students' ability to recognize word meanings in context and apply vocabulary in varied reading tasks. These findings highlight the pedagogical value of Duolingo in improving not only vocabulary acquisition but also its application in reading skill. Gamified language learning platforms are thus recommended as effective tools to support vocabulary development in EFL contexts.
Copyright (c) 2025 Bima Samudra Aji Pratama, Yuri Lolita https://creativecommons.org/licenses/by/4.0
Enhancing EFL Students’ Reading Comprehension through the Use of Schema Activation Techniques
This study investigates the effect of the Schema Activation Strategy on EFL students’ reading comprehension, particularly in analyzing and interpreting narrative texts. A quasi-experimental design was employed involving 68 eleventh-grade students divided into an experimental group and a control group. Over four weeks, the experimental group received instruction using schema-based activities such as K-W-L charts, pre-teaching vocabulary, visual aids, and case-based reading, while the control group was taught using conventional methods. Pre-tests and post-tests were administered to both groups, and the data were analyzed using descriptive statistics and inferential analysis (paired and independent samples t-tests). The results showed that both groups improved their reading comprehension performance; however, the experimental group demonstrated a significantly higher mean gain (9.94 points) compared to the control group (8.83 points). Furthermore, an independent t-test revealed a statistically significant difference in post-test scores between the groups (t = 2.439, p = 0.017), favoring the experimental group. These findings confirm that schema activation strategies, which engage learners' prior knowledge, effectively enhance inferential understanding, critical thinking, and textual interpretation in EFL contexts. The study suggests incorporating schema-based reading instruction into the EFL curriculum to foster deeper comprehension and metacognitive skills.
Copyright (c) 2025 Elang Garda Samudera, Yuri Lolita https://creativecommons.org/licenses/by/4.0
Students’ Perception of Digital Learning Resources in Enhancing Their Vocabulary-Building Skills
Language education has evolved significantly with the rapid advancement of digital technology, providing students with more interactive and engaging resources for vocabulary building. However, despite the increasing availability of digital learning resources (DLRs), a gap remains in students' perceptions of how these tools support their vocabulary development—particularly among high school students. This study investigates high school students’ perceptions of DLRs in enhancing vocabulary-building skills. A quantitative method was employed, collecting data from 236 high school students in the JABODETABEK area via an online questionnaire adapted from a previous study. The instrument demonstrated high internal reliability (Cronbach’s Alpha = 0.907). Descriptive analysis revealed that over 70% of students agreed or strongly agreed that DLRs are effective, enjoyable, and beneficial for vocabulary learning. Simple linear regression analysis showed a strong and significant positive correlation (R = 0.730, R² = 0.533, p = 0.001) between students' perceptions and the enhancement of their vocabulary-building skills. These findings indicate that positive student perceptions significantly predict vocabulary development. By offering a flexible, media-rich, and self-directed learning experience, DLRs play a crucial role in enhancing vocabulary acquisition. To maximize student learning outcomes, the integration of DLRs into language instruction should be prioritized.
Copyright (c) 2025 Septiyana Nadira, Sri Kusuma Ningsih https://creativecommons.org/licenses/by/4.0
Exploring Quillbot’s Role in Enhancing Integrated Language Assessment in EFL Classrooms
In the digital era of language education, he rapid integration of Artificial Intelligence (AI) into language education has opened new avenues for teaching and assessment, yet studies examining the pedagogical role of such tools in integrated language assessment remain limited. This article addresses this gap by exploring how QuillBot, an AI-powered paraphrasing and grammar-checking tool, can enhance English as a Foreign Language (EFL) assessment, especially in tasks requiring a synthesis of reading, writing, grammar, and vocabulary skills. Unlike traditional tools, QuillBot offers a unique interface that promotes process-based writing and reflective revisions. Employing a library-based research method, the study reviews recent scholarly work (2020–2025) to evaluate the educational affordances and limitations of using QuillBot in EFL contexts. The findings suggest that while QuillBot facilitates integrated skill development, its effective use depends on pedagogical guidance and ethical considerations. This paper provides practical insights for educators seeking to implement AI meaningfully in language learning and assessment
Copyright (c) 2025 Park Cheolmin, Masagus Firdaus, Muhammad Rafli https://creativecommons.org/licenses/by/4.0
Podcast Experiences: EFL Students' Challenges and Strategies in Listening to English
Listening is a fundamental skill in language acquisition; however, many EFL learners still face real challenges in understanding spoken English. Podcasts offer an innovative and accessible medium for self-directed learning, making them a potential solution for improving listening skills. This study examines the challenges and strategies students use to improve their English listening skills through podcasts. A qualitative descriptive design was used, involving 10 English Education students who engaged with podcasts as part of their learning. Data were collected through semi-structured interviews, conducted both on campus and via phone, and analyzed qualitatively by transcribing and organizing the data to identify students' challenges and strategies. The findings reveal that students face various obstacles such as speech speed, diverse accents, unfamiliar vocabulary, and idiomatic expressions, which can hinder comprehension. To overcome these challenges, students adopt strategies such as using subtitles, adjusting playback speed, re-listening to difficult segments, and taking detailed notes on new words and phrases. These approaches helped students increase their vocabulary, strengthen listening comprehension, and engage more deeply with the content. The findings highlight the effectiveness of combining tailored strategies with podcasts, emphasizing their potential as a valuable tool for language development. This study offers useful insights for educators and learners alike, underscoring the importance of flexible learning methods to address various difficulties in English listening comprehension.
Copyright (c) 2025 Tri Selviani , Ardiana Ardiana https://creativecommons.org/licenses/by/4.0
Analysis of Spelling Errors in Vocabulary Writing at Second Grade Students of MA Miftahul Ulum Bettet
Spelling plays a crucial role in vocabulary mastery and writing accuracy, which are essential components of English language learning. However, many students persistently make spelling errors, particularly in vocabulary writing, due to limited understanding of English spelling conventions and inadequate instructional support. Although previous research has addressed common writing errors, specific attention to spelling errors in vocabulary remains insufficient. This study aims to identify the types of spelling errors and the contributing factors among second-year students at MA Miftahul Ulum Bettet, Pamekasan. Employing a qualitative research design with a case study approach, the researcher collected data through classroom observations, students’ writing assignments, and structured interviews. The data were analyzed using Corder’s (1974) error analysis model, which involves error identification, classification, explanation, and evaluation. The findings revealed four types of spelling errors: omission, addition, substitution, and transposition, with omission being the most frequent. Contributing factors identified include limited vocabulary knowledge, phonetic influence from the first language (L1), insufficient writing practice, and inadequate corrective feedback from teachers. The findings highlight that students tend to rely on phonetic spelling rather than correct orthographic forms. The study concludes that consistent writing practice, enhanced vocabulary input, and effective teacher feedback are essential for reducing spelling errors and improving students’ overall English writing competence.
Copyright (c) 2025 Wardatus Sholehah, Fitrah Yuliawati, Arisandi Setiyawan https://creativecommons.org/licenses/by/4.0
The Implementation of Video Animation "Best Friend in the World" in Pronunciation Learning
Pronunciation is the important element in English communication, but many students have difficulty in learning pronunciation, one of the reasons is due to the lack of learning media that attracts students. The objective of this research is to find the steps of the implementation of the video animation “Best Friend in the World” in learning pronunciation and challenges. This research was conducted in seventh grade at SMP Islam Al-Waroqot with 51 students. This research used a case study design. Data were collected using observation, interview and documentation. Data analysis in this research was done with descriptive. The results of this research indicated that the implementation steps include the preparation of media needed, the teacher explains about pronunciation, the teacher displays pieces of video animation in power point, the teacher applies listen and repeat technique, and gives the conclusion. The challenges faced by the students namely the technical disturbances during of learning, limited vocabulary that can be learned and the classroom becomes noisy. This finding confirms that successful implementation is strongly influenced by resource readiness and learning environment support. Thus, this research provides a new perspective on the importance of careful planning and teacher training in integrating video animation in pronunciation learning process.
Copyright (c) 2025 Anisa Faqir, Linta Wafdan Hidayah, Dinar Vincy Yunitaka Bahruddin https://creativecommons.org/licenses/by/4.0
Attitudinal Perspectives and Academic Implications of Peer-led Discussions in Grammar Learning
This study investigates the relationship between students' attitudes toward the use of peer-led discussions in grammar class and their academic performance. Peer-led discussions, recognized for promoting active participation and collaborative learning, have been increasingly integrated into language education. However, their effectiveness in enhancing grammar proficiency remains unclear. This research involves 35 students from an English Education Program in a grammar class, with attitudes assessed using a 4-point Likert scale. The findings indicate a generally neutral to slightly negative attitude, with an average score of 2.96. Correlation analysis reveals a very weak positive relationship (r = 0.047) between students' attitudes and their academic performance, which is statistically insignificant (p = 0.788). These results suggest that while the method may foster engagement, it does not significantly improve grammar learning outcomes. The study concludes that the current implementation of peer-led discussions may not effectively meet students' learning needs in grammar instruction. Recommendations for future research include exploring alternative formats that better align with grammar learning objectives and investigating factors that influence students' attitudes more comprehensively.
Copyright (c) 2025 Sheila Agustina, Fika Megawati, Niko Fediyanto, Diska Fatima Virgiyanti https://creativecommons.org/licenses/by/4.0
Mapping the Landscape of Teaching Poetry in English Literature: A Bibliometric Analysis of Global Research Trends
The influence of poetry teaching on language development in the context of English literature education has been the subject of numerous studies. Nevertheless, there is a dearth of a comprehensive overview of scholarly publications in this field. This bibliometric study is designed to depict the research landscape on teaching poetry in English literature by identifying the co-occurring keywords, the most productive countries and most cited authors using VOSviewer. A total of 140 articles were examined, indicating that the research trajectory is in its early and developing stages. The results indicate that the common co-occurring words are qualitative, fiction, lesson, literary elements, and popular culture. Moreover, the United Kingdom was the most productive of the five countries in the dataset, with 176 publications. Australia (113), Hungary (27), and the Netherlands (27) followed. Furthermore, Weaven and Clark are the most influential authors, with eight subsequent publications referencing them. The results underscore the evolving integration of poetry into English language education, which technological advancements and multimedia integration have considerably impacted. However, the pedagogical potential of digital instruments in poetry instruction still necessitates further investigation. The study concludes by addressing the primary implications and constraints, guiding future research in the intersection of English language teaching, literature, and poetry.
Copyright (c) 2025 Rizka Safriyani, Bintana Cahya Kamila https://creativecommons.org/licenses/by/4.0
Implementation of English Medium Instruction (EMI) and Its Influence on Improving Students' English Skills in Joint Degree Class of D4 Nautical Study Program of Politeknik Maritim Negeri Indonesia
The purpose of this study is exploring the implementation of English Medium Instruction (EMI) and Its Influence on Improving Students' English Skills in Joint Degree Class of D4 Nautical Study Program of Politeknik Maritim Negeri Indonesia. It especially aims to 1) explore the implementation of EMI in the Joint Degree class of Nautical Study Program; 2) examine the lecturers’ and students’ perceptions of using English as the medium of instruction, and 3) describe the impact of EMI on enhancing students’ English proficiency. This study is a descriptive qualitative which focuses on analysing how EMI is implemented in Joint degree class and also to find out how the teacher and students perceive the use of EMI in classroom, afterward it is going to explain the consequences of EMI on improving students' English skills. This study presents several findings based on the research questions raised. 1) English has not been widely used in the Joint Degree program. This is primarily because many of the lecturers in the program have admitted to lack confidence in speaking English. The low level of English proficiency among the lecturers is one of the factors contributing to their reluctance to teach English; 2) there is a correlation between students’ perception and the consequences of using English in the classroom, 3) For the majority of students, the use of English as the medium of instruction impacts their English language skills. This encourages them to review the material presented in both languages, thereby indirectly allowing them to learn English. They are also motivated to be more active and to study to improve their English skills, as they consider this very important, especially in preparation for attending lectures in Germany. Some recommendations are drawn in order to make the use of English as medium of instruction can be implemented well in Joint Degree class such as to prepare the class better as the add value of the school quality, provide professional development for lecturers, and foster a welcoming atmosphere where the students feel at ease practicing English, motivating them to engage in conversations, even if it begin in the simple way.
Copyright (c) 2025 Marselia Marselia , Rahindra Bayu Kumara, Erwin Sutantyo https://creativecommons.org/licenses/by/4.0
Instructional Strategy: Improving Writing Descriptive Text through POWER Strategy
This study explored the effectiveness of the POWER (Prepare, Organize, Write, Edit, Revise) strategy in improving seventh-grade students' ability to write descriptive texts at MTS Miftahul Ulum Bandar Lampung. Employing a classroom action research approach, the study followed four stages: planning, action, observation, and reflection. It was conducted over three cycles with 20 students from class VII-A during the 2024/2025 academic year. Data were collected using both quantitative and qualitative methods. Quantitative data were derived from written tests administered at each stage, while qualitative data were gathered through observation sheets. The results showed that the POWER (Prepare, Organize, Write, Edit, Rewrite) strategy effectively improved the descriptive writing ability of Grade VII-A students at MTs Miftahul Ulum, Bandar Lampung. The students' average score improved from 50.75 in the pre-test to 80.35 in the post-test in the third cycle, with 85% of the students achieving the KKM score. This strategy helps students to understand the writing process systematically and enhances their independence. Learning becomes more purposeful, interactive and enjoyable. The POWER strategy is recommended as an effective method for teaching descriptive writing.
Copyright (c) 2025 Sri Suci Suryawati, Septa Aryanika, Asmaul Husna, Ida Faridatul Hasanah https://creativecommons.org/licenses/by/4.0
Elementary School Teachers’ Perception Using Stories in English Language Literacy
This study aims to determine the perception of elementary school teachers on the use of stories in the learning process. This study used a mixed method involving 7 elementary school teachers from SD Negeri 3 Banjar Jawa and SD Laboratorium Undiksha as samples. Data collection was carried out through questionnaires and interviews. Questionnaires and interviews were made based on the theory of perception. Perception theory consists of behavioral, emotional, and cognitive engagement. The study results showed that most teachers had a very positive perception, with an average value of 23.90 on the use of stories. The results of the interview also stated that the results were very positive. In terms of behavior, teachers are able to involve themselves in the learning process to help increase students' interest in reading. In addition, emotionally, teachers are also able to organize the learning process so that students are comfortable and can teach moral values ​​to students through stories. Furthermore, in the cognitive aspect, teachers are very able to guide students in completing tasks that are arranged according to targets during the learning process. Based on the results of this study, researchers strongly recommend the use of stories to improve literacy. Teachers can use learning media that are relevant to the story and create a fun learning atmosphere.
Copyright (c) 2025 Kadek Melin Cahyani, Ni Made Ratminingsih, Made Hery Santosa https://creativecommons.org/licenses/by/4.0
The Benefits of Grammarly for Reducing Errors in Student's Academic Writing
This study explores the benefits of Grammarly as a tool for reducing errors in students' academic writing. Writing is one of the most challenging language skills due to the complexity of grammar, vocabulary, and idea organization. This study examines the benefits of Grammarly in improving students’ writing quality through an analysis of empirical studies published between 2018–2023. The review results show that Grammarly provides real-time feedback that helps students correct grammar and spelling errors, and improves the clarity and coherence of their academic writing. In addition, Grammarly helps maintain consistency in tone and style of writing and enriches vocabulary, which contributes to improving the quality of writing. Case studies show its effectiveness in identifying mechanical errors, enhancing vocabulary, and providing feedback that complements manual correction methods. In conclusion, Grammarly greatly helps students improve the quality of their writing by reducing errors and improving the clarity and coherence of their writing.
Copyright (c) 2025 Rara Cahya Aprilya, Dinda Pritaputri Ramadhan , Melisa Hazana, Eki Pauziansah, Erwin Pohan https://creativecommons.org/licenses/by/4.0
Students' Challenges in Learning Listening: A Case in SMAN 2 Tanjungpinang
This study examines the challenges faced by students at SMAN 2 Tanjungpinang in developing listening comprehension skills in English as a Foreign Language (EFL). Using a qualitative approach, data were collected through listening tests and interviews with 35 students. The results identified key challenges, including limited vocabulary, unfamiliar topics, grammar knowledge deficits, fast speech, accent variations, unclear pronunciation, lack of practice, and environmental noise. These difficulties hinder students' ability to understand spoken English effectively. The findings suggest that targeted interventions, such as vocabulary-building activities, exposure to diverse accents, and improved classroom environments, are needed to enhance listening skills. This study provides valuable insights for teachers and policymakers to improve listening instruction in similar educational contexts.
Copyright (c) 2024 Melany Apriyanti , Rere Melvina , Chemilia Azra Putri , E. Nur Putri Wulandari , Erwin Pohan https://creativecommons.org/licenses/by/4.0
Implementing of Kurikulum Merdeka: Challenges in Teaching English at SMPN7 Tanjungpinang
There have been a lot of articles discussing how the kurikulum merdeka has made significant changes in the education field, some of them addressed the challenges in the implementation. This research focused on the challenges faced by English teachers in SMPN 7 in implementing the curriculum merdeka. This qualitative descriptive research aims to describe in detail the challenges experienced during the process of implementing the curriculum merdeka. Through semi structure interviews, this research proves the challenges experienced by teachers such as the difficulty of implementing differentiated learning due to the large number of students, the lack of technological skills for the digitise learning, and the differences in student evaluation comparing to the previous curriculum. Although they tried to overcome these problems one by one, this should be a topic of concern for researchers in other articles and education observers to evaluate the curriculum. Hopefully, this research can help educators to come up with solutions to these problems.
Copyright (c) 2024 Bianca Naluri Firmansyah, Andri, Farhan Adyatma Zachary, Keti, Erwin Pohan https://creativecommons.org/licenses/by/4.0