International Journal of English Education and Linguistics (IJoEEL)
International Journal of English Education and Linguistics (IJoEEL) is published by the English Education Department of Social and Humanities Faculty, University of Nurul Jadid with P-ISSN (2656-2030) and E-ISSN (2685-6638). Its main aim to spread critical and original analysis from researchers and academic practitioners on various contemporary English educational issues. We invite researchers and academic practitioners on various contemporary educational issues to submit their critical writings and to contribute to the development of educational science. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice Authors who publish in International Journal of English Education and Linguistics (IJoEEL) agree to the following terms: Copyright of this publication is a possession of International Journal of English Education and Linguistics, by the knowledge of the author, while the moral right of the publication belongs to the author. The formal legal aspect of journal publication accessibility refers to Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA), which implies that publication can be used for non-commercial purposes under the same or similar license as the original form. Authors are permitted to copy and redistribute the journal's published version of the work, with an acknowledgment of its initial publication in Contemporary Mathematics and Applications (ConMathA). Every publication (printed/electronic) is open access for educational purposes, research, and libraries. Other than the aims mentioned above, the editorial board is not responsible for copyright violation
An Analysis of Intrinsic and Extrinsic Elements in James Cameron’s Film Titanic
This study aimed to analyze the intrinsic and extrinsic elements of the film Titanic, directed and written by James Cameron. Using a descriptive qualitative method, the researcher served as the primary instrument for data collection and analysis. Data were gathered through repeated viewing of the film and selecting relevant dialogue to identify intrinsic and extrinsic structures. The intrinsic elements examined include theme, plot, characterization, setting, and point of view. The extrinsic elements analyzed consisted of social, educational, religious, and cultural values. The findings showed that Titanic reflected a love story between individuals from different social backgrounds, depicted through a flashback narrative, complex character development, and rich settings. The extrinsic aspects highlighted values such as cooperation, responsibility, sacrifice, and cultural appreciation. This analysis was expected to contribute to a deeper understanding of literary and cinematic elements, particularly for students studying literature through film.
Copyright (c) 2025 Thresia Trivict Semiun https://creativecommons.org/licenses/by-nc-sa/4.0
The Analysis of Sarcasm in Comedy Film Entitled “The Dictator”
This research aims to analyze sarcasm in a comedy film entitled The Dictator. The subject of this research is dialogue containing sarcasm in the movie. The research focuses on the analysis of sarcasm in a comedy film entitled The Dictator and classifying them into types of sarcasm by explaining the meaning of each word in the dialogue. This study deals with the use of sarcastic comedy analysis by theory: camp (2011). The objective is to find out the types and meanings of sarcastic comedy shown in a film entitled The Dictator. Qualitative method is used in this research, with case study as the design of this research, because the research intended to analyze sarcasm in a comedy film entitled The Dictator. In analyzing of film entitled The Dictator, there are two data sources for analysis namely: the film video and The Dictator movie script. The result of data analysis showed that there were 66 sarcastic expressions spoken by the characters entitled The Dictator film. In this research, those data are analyzed and classified into different types of sarcasm. There are propositional, illocutionary, “ike-prefixed, and lexical sarcasm. This film is mostly about how to satire the style of Muammar Khadafi the Dictator of Libya. They also satirized the American government and the country of Israel about their nuclear arsenals, and the government of America considered to be hypocritical because the American government admitted defending human rights but they are also supporting dictatorial leadership in Middle East.
Copyright (c) 2025 Muhammad Aprianto Budie Nugroho https://creativecommons.org/licenses/by-nc-sa/4.0
Gen Z’s Preference for English Digital Learning Media
This study explores the preferences of Generation Z for English learning media and the factors influencing these preferences. Generation Z, born between 1997 and 2012, demonstrates a strong inclination toward modern digital platforms such as social media, video streaming services, and learning apps like Duolingo, which offer flexibility, interactivity, and visually appealing content. The study employs a mixed-method approach, combining quantitative surveys of 77 respondents aged 15–25 years and qualitative interviews with four participants. Key findings reveal that ease of access, visual appeal, and relevance to personal interests significantly influence Gen Z’s media choices. Challenges include distractions, short attention spans, and a lack of motivation in self-directed learning. The findings highlight the importance of designing media that aligns with Gen Z’s learning styles, incorporating interactive and gamified elements to enhance engagement and learning outcomes. This research provides valuable insights for educators and developers to optimize digital media for effective English learning
Copyright (c) 2025 Agatha Fitri Qatrunnada, Eliasanti agustina, Rahmat Setiawan https://creativecommons.org/licenses/by-nc-sa/4.0
Students' Self-Confidence in Speaking English and Teachers' Professional Identity from Students' Perspective
English speaking ability is an important skill in foreign language learning, yet many students still show low levels of confidence in speaking, especially in course institutions such as Zain Academy. One of the factors thought to influence students' confidence is their perception of teachers' professional identity, which includes pedagogical competence, interpersonal relationships and affective support. This study aims to find out the relationship between students' perceptions of teachers' professional identity and their level of confidence in speaking English. This study used a quantitative approach with a correlational design. Data were collected through a closed-ended Likert-scale questionnaire administered to 16 Zain Academy students who had attended at least one semester of study. Data were analysed through Pearson correlation test and simple linear regression. The results showed that there was a significant relationship between students' perceptions of teachers' professional identity and their confidence in speaking English, with a correlation value of r = 0.548 and a significance of p = 0.028. The regression test results showed that students' perceptions of teachers' professional identity contributed 30% to the variation in students' self-confidence (R Square = 0.300). This finding supports the theory that perceptions of teacher professionalism play a role in building students' motivation and self-confidence in language learning contexts. The conclusion of this study is that positive perceptions of teachers' professional identity can increase students' confidence in speaking English. Therefore, it is recommended that non-formal education institutions provide training for teachers to develop comprehensive professional qualities, and involve affective and interpersonal aspects to create a learning environment that supports students' courage in communicating.
Copyright (c) 2025 Bradhiansyah Tri Suryanto, Galuh Rofanda Imelia, Mar'ah Zamratin Fu'adah https://creativecommons.org/licenses/by-nc-sa/4.0
Strategies in Learning English of the Non English Education Study Program
PAUD (Early Childhood Teacher Education) Study Program at the Faculty of Teacher Training and Education, Sriwijaya University—students who are not from an English education background. A quantitative descriptive method was used, involving a total population of 163 students from the 4th and 6th semesters who had completed English courses. Data were collected using the Strategy Inventory for Language Learning (SILL) version 7.0 by Oxford (1990), which categorizes strategies into memory, cognitive, compensation, metacognitive, affective, and social. The findings revealed that the most frequently used strategies were metacognitive, memory, and affective, indicating strong internal motivation, reflection, and emotional regulation. Meanwhile, cognitive, compensation, and social strategies were moderately applied. The results suggest that PG-PAUD students predominantly rely on internal, self-directed strategies to learn English, while social interaction and adaptive communication strategies are less frequently employed. These findings contribute to the understanding of English learning among non-English majors and highlight the importance of promoting balanced strategy use in language instructionThis study aims to explore the English language learning strategies employed by students of the PG-
Copyright (c) 2025 desty larasati https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Engklek through Flascard in Teaching Vocabulary
This study aimed to examine the effectiveness of using flashcards integrated with the traditional game engklek to improve English vocabulary mastery among seventh-grade students at MTs Al-Falah, Tuban. A quantitative approach with a quasi-experimental design (Nonequivalent Control Group Design) was employed. The sample included two classes: the experimental group (VII A), which received instruction using flashcards and the engklek game, and the control group (VII D), which received conventional instruction. Pretests and posttests were used as the primary instruments. The results revealed a significant improvement in the posttest scores of students in the experimental group compared to the control group. The paired samples t-test showed a significant value (p < 0.001) and a large effect size (Cohen’s d = 1.85). These findings indicate that a learning method combining traditional games and visual media is effective in enhancing vocabulary mastery, while also increasing student motivation and engagement. This approach is also suitable for schools with limited digital resources, particularly in rural areas.
Copyright (c) 2025 Nina Anggraini, Olyvia Revalita Candraloka https://creativecommons.org/licenses/by-nc-sa/4.0
An Analysis of Students' Reading Interest through Folklore in English Language Learning at SMP Negeri 2 Hiliduho
Penelitian ini bertujuan untuk menganalisis minat baca siswa melalui penggunaan cerita rakyat dalam pembelajaran Bahasa Inggris di SMP Negeri 2 Hiliduho. Latar belakang penelitian ini didasarkan pada rendahnya minat siswa dalam membaca teks Bahasa Inggris dan perlunya pendekatan pembelajaran yang kontekstual dan menarik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan angket. Subjek penelitian terdiri dari 21 siswa kelas VIII-B. Hasil penelitian menunjukkan bahwa membaca cerita rakyat dalam Bahasa Inggris memiliki sejumlah kendala, seperti kosakata yang terbatas, teks yang panjang sehingga sulit dipahami dan menimbulkan kebingungan siswa, serta struktur kalimat yang kompleks. Selain itu, ditemukan juga beberapa faktor yang memengaruhi minat baca, seperti rendahnya rasa percaya diri, gugup, dan takut melakukan kesalahan saat membaca. Sebagian besar siswa menunjukkan motivasi intrinsik yang tinggi, rasa senang dalam membaca, minat terhadap cerita rakyat, frekuensi membaca yang baik, dan sikap positif terhadap kegiatan membaca. Dengan pendekatan yang tepat dan dukungan pembelajaran yang tepat, cerita rakyat dapat menjadi media yang efektif untuk menumbuhkan minat baca siswa dalam konteks pembelajaran Bahasa Inggris.
Copyright (c) 2025 Ednis Sartika Ndruru, Ednis Sartika Ndruru, Trisman Harefa, Elwin Piarawan Zebua, Yasminar Amaerita Telaumbanua https://creativecommons.org/licenses/by-nc-sa/4.0
The Implementation of the Role Play Method in Improving Students' Speaking Skill at the Eighth Grade Of UPTD SMP Negeri 4 Gunungsitoli Selatan
This research aimed to investigate the implementation of the Role Play method in improving students’ speaking skills at the eighth grade of UPTD SMP Negeri 4 Gunungsitoli Selatan. The study was conducted through Classroom Action Research (CAR) consisting of two cycles, each involving planning, action, observation, and reflection. The speaking skill indicators evaluated included pronunciation, grammar, vocabulary, fluency, and comprehension. In Cycle I, most students did not meet the Minimum Competency Criteria (KKM) of 75%. Only two students (7.5%) achieved the “good” category, eight students (30%) were in the “sufficient” category, while seventeen students (63%) remained in the “poor” category. These results indicated that students faced difficulties in speaking due to limited practice, lack of confidence, and challenges in pronunciation. The researcher addressed these issues by providing targeted pronunciation practice and encouraging students to prepare more thoroughly. Significant improvement was observed in Cycle II. The Role Play method enhanced student engagement and reduced anxiety, resulting in better speaking performance. Five students (19%) reached the “very good” category, twenty-one students (75%) were categorized as “good,” and only two students (7.5%) remained in the “sufficient” level. These findings demonstrate that the implementation of the Role Play method effectively improved students’ speaking skills.
Copyright (c) 2025 Princes Tamwest Harefa https://creativecommons.org/licenses/by-nc-sa/4.0
Modality Used in Indonesian Presidential Debate: A Corpus-Based Political Discourse Study
The language utilized by politicians during electoral debates encompasses linguistic strategies for persuading and influencing their target audiences. Broadcasted on Indonesian televisions in 2023-2024, the presidential candidates articulated their visions and presented persuasive arguments to win over votes. I observed that one of the language principles employed by the candidates in the recent electoral debate to convince prospective voters was linguistic modality. This research scrutinizes the type and function of modality used by these candidates. It is revealed that modality verbs which frequently emerged, such as ‘bisa’ (can), ‘akan’ (will), ‘harus’ (must), ‘ingin’ (want), ‘mungkin’ (may), and ‘mesti’ (should). After being transcribed, all data comprising a total of 40.239-word tokens or 8.982-word types were saved as plain text (.txt). AntConc 4.2.4 Software was used to import data and to automatically generate its frequency, concordance, collocation, and KWIC. The results indicate that epistemic modality is (48%), dynamic modalities (7.32%), intentional modality (11.4%), and deontic modalities (33.28%). The results obtained from this research may offer supplementary insights for discourse analysts and other linguists who have a similar interest in studying modality. This research suggests that politicians are more convincing if they use strong modalities in electoral debates.
Copyright (c) 2025 Binti Aisiah Daning Sumari https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Students’ English Skills through English Workshop Implementation at SMA Bhaktyarasa Maumere
This research investigates the implementation of an English workshop and its impact on enhancing students’ English skills at Bhaktyarsa Senior High School. The study is driven by the concern that many high school students in Indonesia demonstrate low English proficiency due to limited focus on language development in the curriculum. The objective of this study is to provide educators with insights into creating more effective and engaging English learning environments. Employing a qualitative descriptive method, the research collected data through observation, interviews, focus group discussions, and document analysis. The findings reveal that the English workshop was effectively implemented through structured stages, including Warm-up Activities, Topic Presentation, Guided Discovery Learning, Practice and Application, and Feedback and Reflection. These activities led to noticeable improvements in students’ speaking fluency and vocabulary mastery. Furthermore, students responded positively to the workshop, showing increased motivation, confidence, and enthusiasm in using English both academically and in daily communication. The results highlight the potential of interactive workshops in addressing the challenges of English language acquisition at the high school level in Indonesia, offering practical implications for educators seeking to enhance language instruction
Copyright (c) 2025 Maria Florida Etu, Maria Florida Etu https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Hidden Word Game to Improve Ninth Graders’ Vocabulary Mastery
This research aims to examine the effectiveness of using the hidden word game in improving the English vocabulary mastery of ninth-grade students at Susila Koting junior high school. The background of this research is the low vocabulary mastery among students, influenced by a lack of variation and interactivity in teaching approaches. The use of engaging learning media, such as games, is expected to increase students’ learning motivation and enhance their language skills. This research employs a quantitative method with a quasi-experimental design, where class IXA serves as the control group (without the hidden word treatment) and class IXB as the experimental group (with the hidden word treatment), each consisting of 20 students. Data collection was carried out through tests (pre-test and post-test), and the data were analyzed using inferential statistical tests with the help of SPSS software version 30. The results of the research show that the test instruments used are valid and reliable. The pre-test and post-test data from the experimental class demonstrate a significant improvement in vocabulary mastery. The normality and homogeneity tests indicate that the data are normally distributed and homogeneous. The results of the paired sample t-test and independent sample t-test reveal a significant difference between the experimental and control groups. The effectiveness test using Cohen’s d produced a very large value, indicating that the use of the hidden word game has a very strong influence on improving students' vocabulary mastery.
Copyright (c) 2025 Merhtildis Selviana Jedo https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Students’ Reading Comprehension: The Integration of Reciprocal Teaching and Communicative Language Teaching
Reading comprehension is an important skill when studying English, yet many EFL students have difficulty reaching the required proficiency levels. While both Communicative Language Teaching (CLT) and Reciprocal Teaching (RT) are successful when used separately, little research has been done on how they might be used together to improve reading comprehension, especially in EFL university settings. This study explores integrating reciprocal and communicative language teaching strategies on students' reading comprehension. This research utilized classroom action research with pre-tests and post-tests to gather quantitative data and questionnaires to assess students' responses. The findings consistently indicate that integrating Reciprocal Teaching (RT) and Communicative Language Teaching (CLT) significantly enhances students' reading comprehension. The students show positive experiences through tests and questionnaires, including improved text comprehension, increased self-confidence, and a more engaging learning environment. Based on these outcomes, it is recommended that lecturers integrate reciprocal teaching and communicative language teaching to improve reading comprehension skills. The findings show that integrating RT and CLT significantly improves English reading comprehension and usage of these strategies in EFL students. Reading is a crucial English language skill, yet students' comprehension achievement is often below expectations. Keywords: Communicative language teaching, integrating, reading, reciprocal teaching
Copyright (c) 2025 Ni Wayan Krismayani https://creativecommons.org/licenses/by-nc-sa/4.0
Contextual Crossword: A Gamified Approach to Slang Acquisition and Critical Thinking Skills
This study addresses the effectiveness of contextualized crossword puzzles as a gamified learning tool for developing slang and critical thinking skills among EFL college students. Motivated by gaps in traditional English language teaching, which often exclude informal language and higher-order thinking, this study implemented slang-focused vocabulary learning with critical thinking through a contextualized crossword puzzle format. A mixed-methods explanatory approach was used, combining quantitative data from 50 students via a Likert scale survey and qualitative insights from interviews with 3 participants with varying levels of achievement. Quantitative findings showed high levels of students' agreement with the usefulness of the activity in developing slang comprehension, engagement, and analytical reasoning. The qualitative results further revealed that the students found the puzzles intellectually challenging, engaging, and useful for problem solving and logical reasoning. Five main themes emerged: engagement and fun, vocabulary acquisition, critical thinking development, overcoming challenges, and problem solving. These findings are in line with constructivist learning theory and Bloom’s Taxonomy, which stated that crosswords provide meaningful cognitive engagement while encouraging real-world language use. This study emphasizes the importance of incorporating gamification strategies into the EFL classroom and suggests contextualized crosswords as a practical, motivating, and educational medium to unify formal learning with informal, everyday communication.
Copyright (c) 2025 Nabila Nur Fitri, Eliasanti Agustina, Rahmat Setiawan https://creativecommons.org/licenses/by-nc-sa/4.0
This study investigates the consequences experienced by late learners and explores how these learners perceive the challenges and benefits throughout their language acquisition journey. Utilizing a sequential explanatory mixed-method approach, quantitative data were gathered from 50 participants via a structured questionnaire and followed by qualitative interviews with four individuals representing early and late English learners. The quantitative findings revealed that late learners frequently face difficulties in grammar, pronunciation, and fluency accompanied by lower self-confidence and declining motivation. These challenges are aligned with the Critical Period Hypothesis (CPH) and Krashen’s Affective Filter Hypothesis, which attribute age and emotional factors as key barriers in second language acquisition. However, qualitative data suggest that strong instrumental motivation, self-directed learning strategies, and the use of digital tools help late learners overcome these limitations. Despite cognitive constraints, age was not the sole determinant of success. Learning outcomes were influenced by learner ability, technological engagement, and environmental support. The study concludes that pedagogical strategies should address both the technical and emotional needs of late learners and suggest policy reform that includes flexible start times, digital resources, and age-appropriate support systems.
Copyright (c) 2025 Ika Alfiani, Eliasanti Agustina, Rahmat Setiawan https://creativecommons.org/licenses/by-nc-sa/4.0
Analyzing Islamic School Students’ English Vocabulary Learning: Motivation and Learning Strategies
This study aims to analyze English vocabulary learning among Islamic middle school students particularly on their motivation and the learning strategies. A mixed methods approach was used, combining quantitative and qualitative approaches. Quantitatively, researchers used questionnaires to measure students' motivation in learning vocabulary. Qualitatively, in-depth interviews were conducted to understand students' experiences in learning English vocabulary. Quantitative data was collected through motivation and learning strategy questionnaires adapted from Tanaka's (2017) language learning model and distributed to 21 students. Qualitative data were gathered through semi-structured interviews with three students in the class. The results show that students with high intrinsic and extrinsic motivation tend to use more varied and active vocabulary learning strategies, such as intensive reading and using new vocabulary in conversational contexts. This finding is supported by data showing students' response percentages regarding their learning strategies. Generally, interactive and contextual learning strategies lead to better vocabulary mastery than passive strategies. This study suggests that further research should explore the relationship between learning motivation, learning strategies, and students' academic achievement in a broader context. Future studies are also recommended to involve entire classes without separating gender to achieve more representative results.
Copyright (c) 2025 Rahmad Hidayatullah, Dyah Ayu Nugraheni, Fatih Al Fauzi https://creativecommons.org/licenses/by-nc-sa/4.0
Student’s Perceptions of Differentiated Learning in EFL Classroom
This study investigates students’ perceptions of differentiated learning in an English as a Foreign Language (EFL) classroom, emphasizing four key dimensions: acceptance of differentiated learning, instructional strategies, learning environment, and learning outcomes. The research was conducted with 35 students from class XI-E at SMAN 10 Surabaya, who responded to a questionnaire designed to measure their experiences and attitudes toward differentiated instruction. The findings reveal that students generally expressed positive responses to the implementation of differentiated learning. They agreed that the classroom environment and teaching approaches were supportive of their individual preferences and meeting the learning outcomes, particularly when activities were tailored to visual, auditory, and kinesthetic (VAK) learning styles. This indicates that differentiated learning has the potential to foster inclusivity by addressing diverse needs within the same classroom. Although all four dimensions received average to high scores, instructional strategies were rated somewhat lower compared to other aspects, highlighting the necessity for further refinement in the delivery of differentiated methods. The results suggest that, while differentiated learning can create a more engaging and meaningful experience for students, its success depends on the teacher advanced skills in implementing the method and development while also the active involvement of the student itself. Overall, the study underscores differentiated learning as a promising approach in enhancing EFL learning.
Copyright (c) 2025 Bintana Cahya Kamila, Rakhmawati Rakhmawati, Bachrijah Kurniawati https://creativecommons.org/licenses/by-nc-sa/4.0
Students’ Perspectives on the Use of Drama in English Language Learning
This study aimed to explore students’ perspectives on the use of drama in English language learning and to identify the challenges encountered during its implementation. Employing a qualitative research design, the study was carried out in the English Education Department at Universitas Muhammadiyah Aceh. Five students who had participated in drama-based English classes were purposively selected as participants. Data were gathered through interviews, classroom observations, and reflective journals. Thematic analysis was utilized to interpret the data. The results indicate that students generally view drama activities positively, highlighting their contribution to improving speaking proficiency, enhancing motivation, promoting active participation, and offering a contextual and enjoyable learning environment. Despite these benefits, several challenges were reported, including performance anxiety, insufficient rehearsal time, and difficulties in memorizing scripts. These issues were addressed through collaborative learning, peer discussions, extended practice, and self-reflection. The study concludes that drama-based learning is an effective pedagogical strategy for promoting communicative and meaningful English learning. Therefore, its integration into foreign language education, particularly in higher education is strongly encouraged.
Copyright (c) 2025 siti safura https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence and Well-Being: Voices from Academic Writing Lecturers
This study aims to explore the impact of artificial intelligence (AI) integration on the professional identity and well-being of lecturers teaching academic writing in higher education. Employing a qualitative phenomenological approach, the study involved three lecturers from different institutions in East Java. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that lecturers respond to AI integration adaptively and reflectively. Rather than rejecting the use of AI tools such as ChatGPT or Grammarly, they selectively incorporate them into their teaching practices to support idea generation and increase task efficiency. However, they also express concerns regarding the authenticity of student writing and the shifting nature of their pedagogical roles. Second, the study also finds that lecturers undergo an ongoing negotiation of their professional identities. They reconceptualize their roles not merely as technical instructors but as facilitators of digital literacy and academic ethics. In doing so, they strive to uphold professional values, despite facing institutional and collegial pressures. Moreover, exposure to AI has an ambivalent effect on lecturers' well-being. While it generates anxiety and social disconnection, it also stimulates renewed motivation and creativity in teaching. This study highlights the importance of institutional support and reflective spaces that enable educators to.
Copyright (c) 2025 Durratul Hikmah, Roviatul Hasanah https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Talking Chips Technique to Improve Student English Speaking Skill at MTs Al-Muttaqin Rengging
This study aimed to examine the effectiveness of the Talking Chips technique in improving the English-speaking skills of eighth-grade students at MTs Al-Muttaqin Rengging, Jepara. A quantitative approach with a quasi-experimental design, specifically the non-equivalent control group design, was employed in this research. The participants consisted of two classes: class VIII A as the experimental group and class VIII B as the control group. The data were collected using oral speaking tests (pre-test and post-test) assessing five aspects of speaking: fluency, vocabulary, grammar, pronunciation, and comprehensibility. The findings revealed a significant improvement in the speaking performance of students taught using the Talking Chips technique compared to those taught using conventional methods. The results indicate that the Talking Chips technique effectively enhances students’ speaking abilities, particularly by promoting active participation and boosting their confidence in communicating in English. Therefore, this technique can be considered a useful cooperative learning strategy for developing communicative competence in English as a Foreign Language (EFL) classrooms.
Copyright (c) 2025 Sa'adatus Septi Ashriyah https://creativecommons.org/licenses/by-nc-sa/4.0
Students’ Challenges and Self-Efficacy in Academic Writing and Research in ELT: A Descriptive Survey
Academic writing and research proficiency are important for undergraduates in English Language Teaching (ELT), as they reflect the ability to express academic arguments and conduct evidence-based inquiry. Though indispensable, a great number of students still face problems while trying to master these skills, especially with the linguistic accuracy that is necessary, argument structure, anxiety related to writing, and proper use of research methodologies. There have been studies that focused on the difficulties experienced in writing, researches on skills, or self-efficacy separately, but only a few have analyzed the intersection of these areas in the ELT setting thus far. This research scrutinizes the hurdles that students encounter in academic writing and research along with their self-efficacy regarding such tasks. A quantitative descriptive survey design was adopted with a sample consisting of forty English Education students from Universitas Negeri Semarang who had already taken the courses Academic Writing and Research in ELT. A structured 51-item questionnaire was used to gather data, which was meant to assess students' difficulties in academic writing and research, The students' self-efficacy in these tasks was also evaluated. The data were analyzed using descriptive statistics and thematic analysis. The results of the analysis showed that the students performed at a moderate level of difficulty in writing (M = 3.17) and research (M = 3.20) with the greatest difficulty being about time management, writing anxiety, and data handling. Yet, the participants showed moderate to high self-efficacy in writing (M = 3.79) and research (M = 3.81), indicating strong confidence in conceptual understanding but limited assurance in analytical tasks. These findings suggest that, although students are sufficiently motivated and confident, they require further instructional assistance in research methodology, analytical processes, and academic writing conventions. The study suggests that including systematic instruction, scaffolded practice and formative feedback into ELT curricula can enhance both students’ technical competence and academic confidence, eventually developing independent reflective, and research-oriented English language educators.
Copyright (c) 2025 Sofwa Maharina Ulfiyati, Alief Noor Farida https://creativecommons.org/licenses/by-nc-sa/4.0
The Analysis of the Students' Characteristic to Achieve Differentiated Learning in English at the Eighth Grade of SMP Negeri 1 alasa
Differentiated learning is Learning that facilitates and recognizes student diversity in learning, according to students' readiness, interests and learning characteristics. Differentiated learning has elements that support/facilitate the diversity of student characteristics. Student characteristics reflect patterns of behavior and abilities resulting from innate and social environments so that they determine the pattern of activity. The objectives of the research are to analyze the students characteristics to achieve differentiated learning in English at the Eight Grade of SMP Negeri 1 Alasa in 2024/2025. The research type is a descriptive method with a qualitative approach. The subjects of this research are students' characteristics to achieve differentiated learning in English at the eighth grade.The results of the research show that students have a diversity of characteristics in learning. The diversity of student characteristics can be the basis for implementing differentiated learning. The application of differentiated learning that is tailored to the learning characteristics of students' learning styles is an effective strategy to improve students' collaboration skills in learning English.
Copyright (c) 2025 Friska Juliani Hulu https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Scaffolding and Storytelling to Improve Reading Comprehension in Descriptive Text
This study aims to examine the effectiveness of the scaffolding and storytelling methods in improving the reading comprehension of descriptive texts among tenth-grade students at SMK Fauzul Hasan. The research was motivated by students' difficulties in understanding the structure and content of descriptive texts. A quantitative approach was used with a pre-experimental one-group pretest-posttest design. Thirty students participated, taking reading comprehension tests before and after the intervention, along with classroom observations. The results showed a significant increase in the average score from 60 to 82, with a large effect size (d = 2.59) and statistical significance (p = 0.0001). Subskill analysis revealed the highest improvement in identifying main ideas (+36%). These findings indicate that the combination of scaffolding and storytelling effectively enhances students' reading comprehension, particularly for low-achieving learners. It is recommended that this method be integrated into the vocational school English curriculum and utilized in teacher training programs to optimize instructional outcomes.
Copyright (c) 2025 mohammad sofyan adi https://creativecommons.org/licenses/by-nc-sa/4.0
EFL Students' Perception of Impolite Language: A Case of Gender Differences
This study investigates EFL students’ perceptions of impolite language with a particular focus on gender-based differences in communication. Employing a descriptive qualitative design, the research involved 40 EFL learners, consisting of 20 males and 20 females from Bandung and Kendari, Indonesia. Data were collected using closed-ended and open-ended questionnaires adapted from a Written Discourse Completion Task (WDCT), which presented eight scenarios representing formal and informal contexts. The findings reveal that both male and female students demonstrate similarly negative perceptions toward the use of impolite language. Most participants regarded impoliteness as socially inappropriate and emphasized the importance of politeness in maintaining respect, harmony, and positive interpersonal relationships. Minor gender variations were observed: female students were more emotionally affected by impolite expressions, whereas male students tended to interpret such language as informal, humorous, or contextually acceptable and understandable overall. Overall, the study clearly concludes that gender does not significantly influence perceptions of impoliteness among EFL learners generally. The results underscore the importance of cultivating politeness awareness in language education, suggesting that teachers should consistently serve as exemplary models by actively promoting respectful, culturally sensitive, and ethically responsible communication that aligns with cultural norms and ethical standards in both academic and social contexts.
Copyright (c) 2025 WA ODE SITTI WARDANI https://creativecommons.org/licenses/by-nc-sa/4.0