Englisia : Journal of Language, Education, and Humanities
ISSN-P 2339-2576 ISSN-E 2527-6484 Englisia Journal (EJ) is open access and peer-reviewed journal that considers any original scientific article that expands the field of language studies in English Language Teaching and various other related applied linguistics themes. The journal publishes articles of interest to language teachers, practitioners, and language researchers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts. From Vol 9, No 1 onwards, EFL/ESL articles with contemporary relevance and research concepts focused on religious educational institutions, especially within Asian countries, will be given more preference. It is expected that the ELT-related issues mentioned above can be explored scientifically, and in the end, the educational quality at religious educational institutions in this region can continually be improved. Englisia Journal opens for manuscript submission throughout the year. Englisia Journal is published bi-annually; in May and November, and only selected papers will be published in each issue. Englisia is indexed in the Directory of Open Access Journals (DOAJ) and nationally accredited by DIREKTUR JENDERAL PENGUATAN RISET DAN PENGEMBANGAN KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI REPUBLIK INDONESIA (SINTA 2) from December 2020 to December 2025. Englisia is under the management of the English Education Department (PBI) of Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh, Indonesia. Contact us at: PBI administration office, Building B 2nd Floor Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh, 23111, englisia.journal@ar-raniry.ac.id
Universitas Islam Negeri Ar-Raniry Banda Aceh
Proposed Policy for Journals That Offer Open Access Authors who publish with Englisia journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Exploring higher order and lower order thinking skills in Indonesian junior high school ELT textbooks
English textbooks play a pivotal role in supporting English as a Foreign Language (EFL) learning, particularly for junior high school students. Critical thinking skills are essential for enhancing students’ English language proficiency. This study investigates the representation and frequency of Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) in instructional questions within the Grade VII Indonesian ELT textbook (2017 revised edition) published by Kemendikbud, widely used in Indonesian public schools. Employing a qualitative content analysis approach, this study utilized the revised Bloom’s Taxonomy to analyze the data, which were quantified into percentages and frequencies. Findings reveal a higher prevalence of LOTS compared to HOTS in the textbook’s instructional questions. Consequently, teachers are encouraged to creatively adapt these questions to foster critical thinking. Additionally, future textbook authors should prioritize integrating more HOTS-based questions to enhance students’ critical thinking skills in ELT contexts.
Copyright (c) 2025 Dinda Bunga Shabrina http://creativecommons.org/licenses/by/4.0
EFL pre-service teacher identity development during international teaching practicum program: A narrative study
The international teaching practicum provides pre-service English teachers with opportunities to enhance their professional experiences and develop their teacher identity. This study explores the professional identity development of two Indonesian pre-service English teachers during a one-month teaching practicum in the Philippines, focusing on the factors shaping this process through the lens of teacher professional identity. The research centers on two students from the English Education Department at a private university in Yogyakarta. Employing a qualitative narrative approach, data were gathered through semi-structured interviews and analyzed thematically within the framework of teacher professional identity. Findings reveal that the practicum significantly advanced the participants’ professional identity across its key dimensions. Mentor teachers’ guidance, positive student relationships, and a supportive practicum environment were critical to this development. These results highlight the interplay between individuals and their environment, emphasizing the need for a nurturing setting to foster personal and professional growth.
Copyright (c) 2025 Arilia Triyoga http://creativecommons.org/licenses/by/4.0
A critical discourse analysis of media political bias on Marvel’s Sabra controversy
Online news media often employ language manipulation to favor specific parties, potentially reflecting political bias, particularly in coverage of controversial issues. One such issue is Marvel’s Sabra, an Israeli Mossad superhero character, whose inclusion sparked controversy due to its association with the 1982 Sabra and Shatila massacre in Lebanon. This study investigates indications of political bias in media portrayals of the Sabra controversy. Data were sourced from six online news articles published by Al Jazeera and The Times of Israel between September and October 2022, addressing Marvel’s Sabra, alongside articles from the same period in prior years commemorating the 1982 massacre. The analysis utilized Critical Discourse Analysis (CDA) to examine ideological underpinnings through text structures and Political Discourse Analysis (PDA) to assess practical arguments. Findings revealed contrasting narratives: Al Jazeera opposed Sabra’s depiction, viewing it as propagandistic and linked to Israel’s alleged role in the massacre, while The Times of Israel supported the character, asserting Israel’s lack of direct responsibility for the event.
Copyright (c) 2025 Aurelia Puti Imani, Ribut Wahyudi http://creativecommons.org/licenses/by/4.0
Islamic value integration into ELT: A need analysis of international Islamic class program in high school level
The integration of Islamic values into English Language Teaching (ELT) poses significant challenges for teachers in Islamic schools. This study examines the obstacles and requirements associated with embedding Islamic principles into ELT at SMP IICP Puncak Darussalam. A needs analysis was conducted with students to explore their motivations, learning objectives, and challenges in language acquisition. The findings indicate that students primarily struggle with listening comprehension and speaking skills. To address these issues, the study recommends adopting a task-based approach, communicative language teaching, role-playing activities, and interactive listening exercises incorporating digital media to enhance engagement and align with students’ goals. These findings are expected to inform the development of effective ELT strategies in Islamic schools, particularly at SMP Puncak Darussalam, fostering more impactful teaching practices.
Copyright (c) 2025 Munif Munif, Muhammmad Irham Maulana, Yuyun Yulia, Dwi Pratiwi http://creativecommons.org/licenses/by/4.0
Exploring Papuan English teachers’ strategies in enhancing junior high school students’ reading motivation
Reading motivation is a critical factor in English language acquisition, recognized as a significant issue for decades. Scholars have explored this topic from various perspectives, including teachers’ strategies and students’ intrinsic motivation. However, no studies have examined teachers’ strategies for fostering reading motivation among junior high school students in the Papuan context, particularly in Wamena, Papua Pegunungan Province. This study addresses this gap by investigating the strategies employed by Papuan English teachers to enhance students’ reading motivation. Data were collected using a qualitative approach through a descriptive case study. Eight Papuan English teachers participated, responding to open-ended questionnaires and semi-structured interviews. The findings indicate that teachers employed several strategies to boost reading motivation, including designing engaging reading materials, modelling enthusiasm for reading, allowing students to choose their reading texts, providing constructive feedback on reading progress, and fostering strong teacher-student relationships. These findings offer valuable pedagogical implications and practical recommendations for educators to underscore the importance of reading, thereby fostering greater student motivation to engage with texts.
Copyright (c) 2025 Abel Yohanis Romrome, Rita Sari http://creativecommons.org/licenses/by/4.0
The effect of YouTube videos with immersive learning strategy on young learner speaking performances
This study seeks to evaluate the impact of YouTube videos incorporating an immersive learning strategy on the speaking performance of young learners. It is designed as a quantitative research project. The participants consist of all fifth-grade students at Islamic Primary School 6 Banda Aceh during the 2023/2024 academic year, totaling 40 students—20 engaged in pair learning and 20 in individual learning. A random sampling method was implemented using Google Forms. Data collection involved an oral pre-test and post-test or interview as the primary instrument. The data were analyzed statistically with the Wilcoxon signed-rank test to determine the p-value for four speaking skills. The results revealed a sig 2-tailed value of 0.000 for all four items, falling below the 0.05 significance level. This indicates that YouTube videos with an immersive learning strategy significantly influenced the speaking performance of young learners, particularly in expressing personal needs. These findings carry pedagogical implications for EFL teachers, encouraging the use of YouTube videos to improve students’ speaking abilities. The results can guide teachers and curriculum designers in choosing and organizing learning activities to optimize language development outcomes through a student-centered approach.
Copyright (c) 2025 Siti Zuhra, Asnawi Muslem, Muhammad Aulia http://creativecommons.org/licenses/by/4.0
Manifesting community language learning activities in Islamic boarding school speaking program
Community Language Learning (CLL) is an educational approach designed to foster speaking proficiency. This study explores the application of CLL activities within an English-speaking program at an Islamic boarding school in Indragiri Hilir Regency, Riau. Employing a qualitative case study methodology, data were gathered through observations, interviews, and document analysis, involving four teachers and two students. Findings reveal that the CLL approach was implemented through four key activities: repetition, free conversation, listening practice, and daily speaking exercises, supported by media such as vocabulary boards (Richards & Rodgers, 2001). These activities significantly enhanced students’ speaking skills, fostering an interactive and collaborative learning environment. In conclusion, specific CLL activities proved effective for developing speaking proficiency in this Islamic boarding school context. Recommendations include addressing identified challenges to further optimize program effectiveness.
Copyright (c) 2025 Bukhori Bukhori, Muhammad Irsyad http://creativecommons.org/licenses/by/4.0
Dogme approach in asynchronous discussion to enhance EFL learners’ writing achievement: A quasi-experimental study
This study explores the effectiveness of Dogme, a communicative approach, in enhancing the writing skills of English as a Foreign Language (EFL) high school students through asynchronous discussions. By integrating Dogme principles, which prioritize student interests and emergent language, the study aims to improve the efficacy of asynchronous discussions in language learning. A quasi-experimental quantitative design was employed, involving a class of high school students who participated in six asynchronous discussion sessions modified with Dogme principles. Data were collected via pre- and post-intervention writing tests, with student writings evaluated across five aspects. The results, analyzed using a Repeated Measures t-test, revealed significant improvement in writing achievement, evidenced by a higher post-test mean score (82.1) compared to the pre-test (69.8), with a two-tailed significance value below 0.05. This enhancement is attributed to students’ ability to choose discussion topics and utilize emergent language, enabling richer content development in their writing. Thus, this study confirms the viability of incorporating Dogme principles into asynchronous EFL teaching methods to boost writing performance.
Copyright (c) 2025 Dian Pawitri Ayu, Patuan Raja, Tuntun Sinaga http://creativecommons.org/licenses/by/4.0
Exploring the role of online machine translation in language classrooms: Indonesian EFL learners’ views and practices at Islamic university
The integration of Online Machine Translation (OMT) into English as a Foreign Language (EFL) classrooms has ignited discussions about its practical use and ethical implications, particularly in Islamic universities where academic integrity is a core value. This study investigates the role of OMT in language instruction, explores Indonesian EFL learners’ perspectives on its use, and identifies strategies to address the challenges it presents. Employing a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews with three students and two lecturers selected via purposive sampling, and document analysis. Thematic analysis was used to interpret the findings. Results reveal that OMT enhances students’ vocabulary, serves as a writing aid, and supports speaking practice in the language classroom. It offers benefits such as time efficiency, valuable features, and user convenience. However, challenges including inaccuracies, mistranslations, over-reliance, and excessive dependency were also evident. Both students and lecturers proposed strategies to mitigate these issues, such as fostering awareness of academic integrity among Islamic university students and restricting OMT use in classroom settings.
Copyright (c) 2025 Alfi Nur Nadiva Soetam Rizky, Wahyu Indah Mala Rohmana http://creativecommons.org/licenses/by/4.0
Dynamic EFL learning application through assemblr EDU for student’s creative writing
Technological advancements hold immense potential for transforming teaching and learning, yet many students struggle to effectively harness digital tools, especially in creative writing. Assemblr EDU (edu.assemblrworld.com), an application that leverages 3D and Augmented Reality (AR) technology, enables users to craft interactive and engaging educational content. Despite its availability as a free resource, a persistent gap in students’ digital literacy prevents them from fully exploiting tools like assemblr EDU for academic purposes. This study explores how assemblr EDU can spark interest in EFL (English as a Foreign Language) learning and elevate learning outcomes. Employing a qualitative descriptive approach, the research involved 38 university students and found that assemblr EDU significantly enhances the development of captivating, interactive learning materials. Students reported that visualizing characters and story elements through the platform made creative writing more enjoyable, effectively bridging the digital literacy divide while cultivating an immersive and motivating learning environment. Ultimately, this approach markedly improves students’ creative writing abilities and overall EFL proficiency.
Copyright (c) 2025 Arjulayana arjulayana, Tri Pujiati http://creativecommons.org/licenses/by/4.0
Embracing inclusiveness: A discourse analysis of cultural representation in Indonesian EFL textbook
In Indonesia, it is a national priority for students to develop the ability to interact and communicate with people from diverse backgrounds. Consequently, English as Foreign Language (EFL) textbooks play a crucial role in embedding this value. While previous studies have extensively explored multiculturalism in Indonesian EFL textbooks, little attention has been given to textbooks published internationally. This study addresses this gap by examining English in Mind Second Edition, an internationally published EFL textbook used by Indonesian junior high school students learning English. Employing a critical discourse analysis approach, this study investigates the inclusivity values portrayed in the textbook. The analysis reveals that the textbook demonstrates a strong commitment to promoting inclusivity. However, caution is advised when relying solely on this textbook to foster an inclusive educational environment in Indonesia. The use of foreign-published textbooks, while potentially controversial, offers a valuable opportunity to cultivate inclusivity.
Copyright (c) 2025 Arvan Permana Habib, Nida Husna, Didin Nuruddin Hidayat http://creativecommons.org/licenses/by/4.0
Fostering collaborative learning in ESP: AI-driven approaches integrating learning styles and multiple intelligences
The growing demand for English for Specific Purposes (ESP) calls for innovative learning methodologies that address diverse cognitive profiles. However, traditional ESP education often overlooks individual learning styles and multiple intelligences. This study explores how AI can enhance collaborative ESP learning by accommodating varied learning preferences, asking: How can AI improve collaborative ESP training by adapting to diverse learning styles and intelligences? A mixed-methods experimental design involved 100 university students from Engineering, Medicine, and Business, divided into experimental and control groups. The experimental group received AI-supported collaborative ESP training tailored to their learning styles and intelligences, while the control group followed conventional methods. Results showed the experimental group demonstrated significantly higher motivation, engagement, learning outcomes, and improved communication and collaboration skills. These findings suggest that integrating AI with cognitive-based learning models enhances collaborative ESP environments through adaptive content delivery, dynamic grouping, and personalized feedback, fostering more inclusive and effective professional language learning.
Learning styles and multiple intelligences
Applied Linguistics (Language Teaching in Diverse Contexts)
Technology and ICT Integration in Language Teaching
Copyright (c) 2025 Andi Asrifan, Luís Miguel Oliveira de Barros Cardoso, K.J. Vargheese http://creativecommons.org/licenses/by/4.0
Rethinking AI literacy: How high school students navigate ChatGPT in English language learning
This study explores high school students’ AI literacy and their use of ChatGPT in English language learning, addressing the gap in AI application research at the secondary education level. Utilizing an explanatory sequential mixed-methods design, the study evaluated the AI literacy of 100 high school students via a validated questionnaire, assessing affective, behavioral, cognitive, and ethical dimensions. Follow-up interviews with six students of varying AI literacy levels provided deeper insights into their experiences and perceptions of ChatGPT. Findings indicate positive attitudes toward ChatGPT, with high scorers demonstrating robust engagement, adaptability, and ethical awareness in using the tool for English learning. Conversely, low scorers showed limited understanding, over-reliance on ChatGPT for superficial tasks, and underutilization of its potential for deeper learning. Despite its benefits, concerns about over-reliance and ethical issues highlight the need for structured guidance. Variations in AI literacy emphasize the importance of targeted interventions to promote critical thinking and responsible AI use. This study offers practical recommendations for integrating AI literacy into curricula to ensure effective and ethical use of AI tools. Future research should investigate the impact of comprehensive AI literacy programs on student engagement and learning outcomes.
Copyright (c) 2025 Farah Faridatul Hasanah, Putu Dian Danayanti Degeng http://creativecommons.org/licenses/by/4.0
Exploring effective English learning strategies for athlete students at a senior high school
This study investigates the English learning strategies employed by athlete students at a senior high school in Kalasan, Yogyakarta, aiming to pinpoint the most effective approaches aligned with their learning preferences. Utilizing a quantitative research design, data were gathered through the Strategy Inventory for Language Learning (SILL) from 26 athlete students actively involved in diverse sports. The results indicate that cognitive strategies, employed by 76% of participants, emerged as the most prevalent, underscoring the students’ inclination toward practical, problem-solving activities. Social strategies, with a 73% usage rate, emphasized the value of collaboration, while affective strategies, at 63%, addressed emotional factors such as motivation and anxiety management. In contrast, compensatory (61%), metacognitive (61%), and memory (59%) strategies showed moderate to lower adoption, suggesting opportunities for further development. The findings highlight cognitive, social, and affective strategies as particularly effective for athlete students, offering practical guidance for educators to adapt teaching methods that balance the competing demands of academic achievement and athletic commitments.
Copyright (c) 2025 Maulidarni Saputri http://creativecommons.org/licenses/by/4.0
Unveiling EFL students’ views on gamified learning experience: A survey study
Gamification has gained power in education for its potential to boost student motivation through engaging, game-like experiences. However, the specific dimensions driving its effectiveness in language learning remain underexplored. This study investigates English as a Foreign Language (EFL) students’ perceptions of gamified learning tools (e.g., Classcraft, Kahoot! Quizizz, Duolingo) in enhancing their English acquisition. A cross-sectional survey design was employed, utilizing the GAMEFULQUEST online questionnaire to capture immediate responses from 155 EFL students at a state university in Central Java, Indonesia. Participants, selected via purposive sampling, had experience with gamified learning platforms inside and outside the classroom. Findings revealed high satisfaction across all seven dimensions of the gamified experience, with no significant variations by gender or age. These results highlight the universal appeal of gamification in EFL contexts and provide a foundation for future research.
Copyright (c) 2025 Muhamad Laudy Armanda, Joko Priyana http://creativecommons.org/licenses/by/4.0
Enhancing vocabulary mastery in senior high school students through short story reading: An experimental study
This study explores the effectiveness of short stories as a teaching tool to enhance vocabulary mastery among senior high school students. The research involved 33 eleventh-grade social studies students from a public high school in Yogyakarta, Indonesia, using a one-group pretest-posttest experimental design. Over four class sessions, students engaged with short stories to improve their vocabulary. Vocabulary proficiency was assessed through tests administered before and after the intervention, with data analyzed using SPSS version 25. The pretest revealed a moderate vocabulary level, with an average score of 54.42. Post-intervention results showed significant improvement, with the average score increasing to 85.39. Statistical analysis yielded a t-value of 39.689, exceeding the critical t-value of 2.042, thus supporting the hypothesis (H1) that short story reading significantly enhances vocabulary mastery in EFL students.
Copyright (c) 2025 Sri Rejeki Murtiningsih, Anissa Ilsanti, Didit Haryadi http://creativecommons.org/licenses/by/4.0
Textual and linguistic characteristics in ELT research article abstracts: Insights from Indonesian novice writers
In academic writing, particularly in research article abstracts, rhetorical moves and linguistic features are pivotal for effectively communicating findings to a broad audience. This study explores the rhetorical moves employed by Indonesian novice writers in their research article abstracts and their linguistic realization. Using a descriptive qualitative design, we analyzed 25 English Language Teaching (ELT) abstracts written by Indonesian novice writers, employing a checklist instrument for data collection. The results indicate that purpose and product moves are obligatory, method and conclusion moves are conventional, and introduction moves are optional. Rhetorical patterns predominantly follow a linear structure, with embedded and less frequent moves occurring less often. Linguistically, active voice prevails across all moves, surpassing passive voice usage. Present tense is the most common, followed by past, perfect, and future tenses. Key interactional metadiscourse devices, including hedges, boosters, and attitude markers, are evident, while engagement markers and self-mentions are notably absent. This study underscores variations in rhetorical structures and linguistic features among Indonesian novice writers, offering insights to enhance their academic writing practices.
Copyright (c) 2025 Zulfikri Malik, Slamet Setiawan http://creativecommons.org/licenses/by/4.0
Countering misogyny in the manosphere: Examining language, identity, and ideological confrontations in #MeToo narratives
This study investigates the ideological confrontations between #MeToo advocates and the manosphere, focusing on their competing visions of masculinity, accountability, and gender equality. It explores how these groups define and contest gender roles, particularly masculinity, and how their opposing ideologies shape contemporary gender discourse. The research objectives are to analyze contrasting perspectives on masculinity, evaluate debates over accountability, and examine differing interpretations of equality. Using a qualitative approach, the study applies critical discourse analysis to textual data from #MeToo and manosphere forums, social media posts, and key movement narratives. Findings indicate that #MeToo advocates promote empathy, equality, and respect to challenge traditional masculinity, while the manosphere defends a dominance-oriented view. #MeToo emphasises systemic accountability, in contrast to the manosphere’s focus on individual responsibility. The study concludes that this ideological conflict reflects a broader cultural struggle over gender norms and power dynamics, with #MeToo advocating for structural reform. Examining the dynamic relationship between #MeToo and the manosphere, this research offers novel insights into how they shape public perceptions of gender and inequality.
Copyright (c) 2025 Olusegun Jegede http://creativecommons.org/licenses/by/4.0
Exploring ecolinguistics: A new paradigm for tourism English learning
This study investigates the integration of ecolinguistic principles into English language instruction for tourism students to enhance their environmental awareness and communication skills. Employing a qualitative approach, the research involved 29 tourism students at the Denpasar Academy of Tourism in Indonesia. Data were gathered through a practical adventure tour activity and individual interviews. The findings reveal that ecolinguistic strategies significantly improved students’ use of environment-related vocabulary, increased their confidence in discussing ecological issues in English, and cultivated a stronger sense of environmental responsibility. The study suggests that embedding ecolinguistics in English tourism education equips future professionals with the linguistic tools to promote sustainability in the tourism industry.
Copyright (c) 2025 I Gede Astawa http://creativecommons.org/licenses/by/4.0
Investigating madrasa students’ self-efficacy in English language learning: Survey research in a public madrasa in Bandung
The researcher observed that most students at State Madrasa 2 Bandung lack confidence in learning English. This lack of confidence arises from anxiety about making mistakes when speaking English and concerns about failing to meet learning objectives. To address this issue, the present study evaluates the self-efficacy levels of a single class of twelfth graders at a State Madrasa in Bandung regarding English learning. The study adopted a quantitative approach, using descriptive surveys and a series of questionnaires as research instruments. The survey findings revealed that most students exhibited a moderate level of self-efficacy in learning English. According to the questionnaire responses, students’ self-efficacy levels varied from high to low across different topics. Based on these findings, students with high self-efficacy are encouraged to sustain it, while those with moderate or low self-efficacy require teacher support and engagement to improve. Therefore, it is recommended that teachers adopt appropriate strategies and approaches, along with providing motivation, to enhance students’ self-efficacy.
Copyright (c) 2025 Zubaedah Wiji Lestari http://creativecommons.org/licenses/by/4.0
Researching factors and coping strategies of EFL students’ speaking anxiety
English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributing to speaking anxiety: (1) lack of preparation, (2) fear of making mistakes, (3) limited English skills, (4) excessive worry about meeting academic targets, and (5) fear of others’ reactions. Additionally, four strategies for managing speaking anxiety were identified: (1) changing mindset, (2) relaxation, (3) building confidence, and (4) improving speaking skills.
An analysis of teacher’s multilingual practices used in teaching EFL students
The aim of this study was to analyze the multilingual practices and predominant languages used by an English teacher during classroom activities. It also sought to assess students' reactions to the teacher's language use and to determine the rationale for the teacher's choice of each language in the English language classroom. Six observations were conducted in the three selected classes to assess the use of Indonesian, English, Kluet, Jamee and Acehnese in classroom activities. A total of 48 student respondents from three classes completed the questionnaires, with the English teacher at Junior High School 1 Kluet Timur serving as the sample. The results showed that Indonesian was the most dominant language used in the classroom with a rate of 47.1%, followed by English, Kluet Jamee and Acehnese. The responses to the questionnaire showed that the students believed that using Indonesian and local languages in learning English could help them to understand the material presented by the teacher. In addition, the study showed that the teacher's reason for using Indonesian and local languages was to enhance students’ comprehension of English materials, which ensure effective learning.
Copyright (c) 2024 Kismullah Abdul Muthalib, Sari Yatul Ummah, Tgk Maya Silviyanti
EFL students' self-efficacy in technology-assisted language learning
Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.
Copyright (c) 2024 Lutfi Istikharoh, Sri Yuli Utami, Sri Yuli Utami
The impact of contextual understanding on neural machine translation accuracy: A case study of Indonesian cultural idioms in English translation
The translation of Indonesian idiomatic expressions into English using Neural Machine Translation (NMT) systems presents significant challenges due to the intricate nature of idiomatic language. Idioms are culturally embedded constructs conveying meanings different from their literal interpretations. This study explores the effectiveness of NMT systems in capturing and translating Indonesian idiomatic expressions into English. Using a qualitative approach, 150 diverse Indonesian idioms were evaluated through Google Translate and DeepL. Each idiom was assessed for semantic accuracy, syntactic coherence, and contextual fidelity. Qualitative analysis provided a comprehensive evaluation of translation quality. Findings reveal significant challenges for NMT systems in translating idiomatic expressions. Both Google Translate and DeepL show strengths in some areas, but also have limitations. While they generally capture literal meanings, they often miss metaphorical nuances and cultural connotations. Syntactic errors such as incorrect word order and tense inconsistencies are common, especially in complex idioms. In addition, contextual fidelity analysis shows that NMT systems struggle with contextual appropriateness and pragmatic usage, resulting in translations lacking cultural sensitivity and relevance. These challenges highlight the need for improved algorithms to better interpret and translate idiomatic language across cultural contexts. Accurate idiom translation is crucial for language learners to understand cultural nuances and idiomatic usage. Enhancing the capabilities of NMT systems requires refining algorithms, developing context-aware models, and expanding training datasets with diverse idiomatic expressions. Overcoming these challenges will advance machine translation capabilities and improve cross-cultural communication and language learning experiences.
Copyright (c) 2024 Desakh Putu Setyalika Putri Dewayanti
The power of translanguaging by Papuan non-EFL students during EFL virtual class
The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.
Copyright (c) 2024 Rahmawansyah Sahib, Ade Yamin, Marwan Sileuw, Zulihi Zulihi, Erfin Wijayanti
Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study
Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.
Refining English tutors' skills: Documentary films as pre-teaching reference
Training spoken English tutors requires a variety of resources, including audio-visual references. However, popular social media tutorials often focus on teaching specific English materials, neglecting broader teaching techniques. Ideal tutors need a positive and engaging personality, knowledge transfer strategies, adaptable approaches to classroom conditions, meticulous preparation, and effective wrap-up activities - elements that are missing from most tutorial videos. This study investigates the potential of short documentary films as a reference for teaching techniques for 13 prospective tutors in an intermediate English class. Through an integrated mentoring program for the production of short documentaries, the study explores, describes and addresses the challenges of teaching preparation through observation, interviews and literature review. It also analyzes the potential of documentaries to support teaching and formulates criteria for effective documentary content relevant to teacher preparation. The findings suggest that integrating documentary film production into the English language teaching curriculum can equip tutors with the necessary skills for successful micro-teaching experiences. This approach allows tutors to create personalized short documentaries that serve as a reference for teaching techniques tailored to their specific pre-teaching needs. Tutors gain a deeper understanding and ability to demonstrate not only teaching techniques, but also classroom management elements such as preparation, wrap-up activities, brainstorming and teaching approaches.
Copyright (c) 2024 Irwan Sarbeni, Ranang Agung Sugihartono, Suyanto Suyanto
Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy?
This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.
Copyright (c) 2024 Sebastianus Menggo, Sabina Ndiung
Student-teacher relationship: Written feedback provision and writing performance
Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.
Copyright (c) 2024 Teguh Sulistyo, Arie Dewantara, Oktavia Widiastuti, Saiful Marhaban
Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class
Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.
Copyright (c) 2024 Ana Fergina, Melti Oktavianda